Handbook for K-8 Arts Integration
Purposeful Planning Across the Curriculum
Published on 20. January 2010
Book
Paperback/Softback
240 pages
978-0-13-613813-6 (ISBN)
Description
If you are a pre-service or a practicing teacher this is one book you will want in your library. This concise and practical, yet research-based, handbook will show you how to create and use standards-based art activities to teach across the content areas. Written in an engaging and practical format complete with classroom vignettes and examples you will learn see what arts integration looks like in practice. Utlizing a constructive and reflective process (purposeful planning) this handbook empowers teachers to plan, teach, and evaluate thier own art-infused lessons linked to what their students will need to know within other content area instruction.
More details
Other editions
Previous edition
Claudia E. Cornett
Creating Meaning Through Literature and the Arts
An Integration Resource for Classroom Teachers
Book
06/2005
2nd Edition
Pearson
€44.56
Article exhausted; check for reprint
Person
Nan L. McDonald, Ed.D., is currently an Associate Professor and Coordinator of Music Education at San Diego State University's School of Music and Dance. With over 30 years of teaching experience in preschool, K-university level music education, integrated arts for classroom teachers, music and early literacy development, and classroom discipline and management, Dr. McDonald is actively involved in training both future and practicing music and classroom teachers. She is the recipient of the prestigious "Monty", the SDSU Alumni Award for Outstanding Contributions to the University for the SDSU College of Professional Studies and Fine Arts. Dr. McDonald has twice been designated as the Outstanding Faculty Member in both Liberal Studies (1999) and School of Music and Dance (2005) and has been honored as the California Outstanding University Music Educator (2000) by the California Music Educators Association.
She was twice elected the Executive State Vice President of the California Music Educators Association (1994-1998) and continues to collaborate with many school districts and universities nationwide in professional growth offerings and curriculum development for practicing arts specialists and classroom teachers.
Dr. McDonald is the author of numerous scholarly articles in national and international publications. She is also a Program Author for Pearson Education/Scott Foresman, Silver Burdett Music's K-8 national basal text series in music, Making Music (c) 2002, 2005 and Making Music With the Arts Across the Curriculum (c) 2008. Dr. McDonald and SDSU colleague, Dr. Douglas Fisher, have written two books for classroom teacher education entitled Teaching Literacy Through the Arts: A Guidebook for Teachers by Guilford Publications, 2006, and Developing Arts-Loving Readers: Top Ten Questions Teachers are Asking about Integrated Arts Education published by Rowan & Littlefield, 2002. Dr. McDonald is currently writing an integrated arts methods text for graduate education courses which will be published by Pearson.
She was twice elected the Executive State Vice President of the California Music Educators Association (1994-1998) and continues to collaborate with many school districts and universities nationwide in professional growth offerings and curriculum development for practicing arts specialists and classroom teachers.
Dr. McDonald is the author of numerous scholarly articles in national and international publications. She is also a Program Author for Pearson Education/Scott Foresman, Silver Burdett Music's K-8 national basal text series in music, Making Music (c) 2002, 2005 and Making Music With the Arts Across the Curriculum (c) 2008. Dr. McDonald and SDSU colleague, Dr. Douglas Fisher, have written two books for classroom teacher education entitled Teaching Literacy Through the Arts: A Guidebook for Teachers by Guilford Publications, 2006, and Developing Arts-Loving Readers: Top Ten Questions Teachers are Asking about Integrated Arts Education published by Rowan & Littlefield, 2002. Dr. McDonald is currently writing an integrated arts methods text for graduate education courses which will be published by Pearson.
Content
TABLE OF CONTENTS
Chapter 1: What are the Arts, their standards, and impact on student learning?
Focus Activity
What are the arts?
Arts as Core Content
Who will teach the arts?
Classroom Teachers: General Education with and through the Arts
What is Purposeful Planning with and through the Arts?
Standards in the Arts
Suggestions for Standards-based Arts Activities
Research on the Impact of Arts Activity on Student Learning
Why use the arts within content area instruction?
How does participation in arts activities impact student achievement and learning?
Learning through the Arts: Student Academic and Social Development
Learning through Musical Activity
Learning through Visual Art Activity
Learning through Theatre/Drama
Learning through Dance/Movement
Learning through Integrated Arts Activities within Content Area Instruction
Learning through Arts-rich School Environments
Arts Infusion in Action: Classroom Vignette
In the Classroom:
Integrating Language Arts/Literacy with the Arts: "Orchid Paragraphs" (Content Areas: literacy/language arts, arts= visual art, music)
Teacher Debriefing: Mrs. Laws' Grade 2 Art and Literacy Lesson
Big Ideas/ Standards Addressed
Teaching Strategies/ Sequences
Assessments/ Evaluations
Reflections on Mrs. Laws' Lesson
Considerations in Mrs. Laws' planning and teaching
Arts Infusion in Action: Classroom Vignette
In the Classroom: Integrating Social Studies/U.S. History with the Arts: "Let's Find Out: George Washington and the American Revolutionary War"" (Content Areas: Middle School History/Social Science, English Language Arts, Arts= Theatre, Music, Visual Art)
Big Ideas/Standards Addressed
Teaching Strategies/ Sequences
Assessments/Evaluations
Reflections on Mr. Gonzalez's lesson
Conclusion
Chapter References
Chapter Two: What Students Need to Know
Focus Activity
Overview of Chapter Two
Food for Thought: What Your Students Need to Know
Hints in Reading Contributing Teacher Examples
K-8 Teacher Contributors: First Stages of Purposeful Planning
In the Classroom:
Integrating Science and the Arts: "Lifecycle of Butterflies" [Content Areas: Science, English Language Arts (reading/ author study, oral language), Arts= Visual Art]
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Math and the Arts: "Singing, Moving, Drawing on the Language of Math" (Content Areas: Math, English Language Arts (reading/ author study, oral language), Arts= Visual Art, Music, and Dance)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Social Studies (Geography) and the Arts: "Desert Habitat Art"(Content Areas: History/Social Science (Geography), Arts= Visual Art)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Social Studies (History/Geography)/ Math/ and the Arts: "Exploration/Colonization"(Content Areas: History/Social Science, Math, Arts= Visual Art)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Social Studies/History and the Arts: "Jamestown in 1607" (Content Areas: History/Social Science, English Language Arts (writing and speaking) Arts= Theatre)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Math and the Arts: "Measuring and Classifying Angles through Dance" (Content Areas: Math (Measurement and Geometry), Arts= Dance)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating History/Geography and Theatre: "Manifest Destiny: Westward Expansion" (Content Areas: History/Social Science, Arts= Theatre)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
Theory and Rationale: Reflective Practices and Constructive Curriculum Planning
What Students Need to Know: Key Ideas toward Student Understanding
Careful Choices
Backward Curriculum Design
Education for Understanding
Big Ideas
What students should know and be able to do
What we want our students to understand
Reflective Practices: The Importance of Others in Your Planning
Interaction with Peers
Suggestions for Discussion Topics
Self-Study: "What Students Need to Know"
Conclusion
Chapter References
Chapter Three: What Students Already Know
Focus Activity
Overview of Chapter Three
What Students Already Know
In the Classroom:
Integrating Social Studies/History and the Arts: "Jamestown in 1607" (Content Areas: History/Social Science, English Language Arts (writing and speaking), Arts= Theatre)
Anticipatory Activities as Platforms for Inquiry
In the Classroom:
"Orchid Paragraphs" (Content Areas: language arts/literacy Arts: visual art, music)
Experiential Learning: The Role of Direct Experience in Lesson Scaffolding
Tools for Finding Out What Students Already Know
Thought-Provoking Questions (K-W-L)
Visual Displays
Quick Writes
Anticipation Guides
Demonstrations
Learning with Understanding: Arts Activity and Transfer of Student Knowledge
How to Complete the Self-Study: "What Students Already Know"
Conclusion
Chapter References
Chapter Four: Selecting Resources
Focus Activity
Overview of Chapter Four
Mr. Gonzalez's Lesson: Beyond Teaching Comfort Zones
Teacher Debriefing: Mr. Gonzalez's Connections Across Content Areas Materials Planning Cycle
Planning Interdisciplinary Activities to Connect Students to Other Learning
Summary: Mr. Gonzales' Purposeful Materials Planning
Selecting Appropriate Resources: Interviews with Other Contributing Teachers
Interview with Mr. Pham (Grades 4 and 5)
Interview with Mrs. Gray (Grade 3)
Interview with Ms. Elemont (Grade Six Math)
Interview with Ms. Tanonis (Grades K/1)
Summary of Contributing Teachers' Considerations and Criteria for Materials Planning
Conclusion
Self-Study Exercises
Suggestions for Peer Discussions
Suggestions for Completing FIGURE 4.4:
Self- Study: "Resource Planning and Selection"
Suggestions for Using Figure 4.5:
"Materials Criteria Checklist"
Chapter References
Chapter Five: Instruction
Focus Activity
Overview of Chapter Five
What are some ways to plan for instruction with the Arts?
Re-focus on "Big Picture" Ideas: The Arts Content Standards
Increasing artistic perception: Processing of information about elements found within the arts.
Creating and performing art
Analyzing and valuing: learning to make informed judgments about the arts.
Learning about and making connections between the arts within their historical and cultural contexts.
Comparing and connecting learning with the arts with other subject areas and careers
Characteristics of Successful Arts-Infused lessons
Instructional Components and Sequence in Arts-Infused Lessons
Introduction/Anticipatory Set
Modeling/ Use of Materials
Debrief the Model
Invitation to Create
Independent Practice: Allow Time to Create
Teacher as Facilitator of Creativity
Processes
Informal Performance/Displays (authentic assessments) and other forms of Evaluations
Reflection: Students and Teacher
Arts-Infused Teaching Strategies at Work in the K-8 Classroom
K/1 Lesson Instructional Sequence: Ms. Tanonis
6th Grade Math Instructional Sequence: Ms. Elemont
Conclusion
Instructions for Using Figure 5.3: "Self-Study: "Mapping Your Arts-Infused Instructional Sequence"
Chapter References
Chapter Six: Evaluation
Focus Activity
Overview of Chapter Six
Evaluation and Assessment during Arts-Infused lessons
Understanding
Active Assessments to Determine Student Understanding
Authentic Assessments
Assessment/ Evaluation Examples
In-class performance sharing
Knowledge Charts/ KWL (Ogle, 1986)
Progress Checks during arts-infused activities
Evaluative Discussion, Written Self-Assessments, and Journal Prompts
Cross-grade performance sharing/ exhibits
Displays of student artwork paired with original student writing
School-wide festivals/ Thematic Arts Activities
Student projects based on famous works of art
In class word wall displays
Community outreach or service projects
Teacher Reflection
Summary of Examples of Assessment and Evaluation
Contributing Teachers' Assessments in Action
In the Classroom:
Integrating Social Studies/History and the Arts: "Jamestown in 1607" [Content Areas: History/Social Science, English Language Arts (writing and speaking), Arts= Theatre]
How Written and Authentic Assessments Were Used
What Happened?
In the Classroom:
Integrating Social Studies (Geography) and the Arts: "Desert Habitat Art"(Grade 3 Content Areas: History/Social Science (Geography), Arts= Visual Art)
How Written and Authentic Assessments Were Used
What Happened?
Conclusion
Self-Study of Arts-Infused Lesson Assessments
How to Use Figure 6.7: Self Study: "What Happened?: Assessments in Action"
Chapter References
Chapter Seven: Unpacking the Arts Standards' Big Ideas
Focus Activity
Overview of Chapter Seven
Arts Standards in Purposeful Planning
What are Content Standards in the Arts?
For whom were arts standards intended and what is their purpose?
What do the content standards in the arts contain?
Can I teach arts standards as a non-specialist?
Unpacking the Arts Standards
What are some Big Ideas within the Arts Standards?
Which "big ideas" in the arts standards are most appropriate for my personal use and why?
Discussion of Figure 7.1: "Unpacking the Arts Standards' Big Ideas"
Conclusion
Suggestion for using Figure 7.2: "Self-Study: Review of My Visual and Performing Arts Standards"
Chapter References
Chapter Eight: Arts Within My Classroom and Beyond
Focus Activity
Overview of Chapter Eight
Creating, Using, and Sharing Your Customized Lesson File
Advocacy for Arts-Infused Teaching and Learning
Increase respect for the worth and value of arts infusion in K-8 general curriculum
Inform current or future school site leaders about the need for arts infusion within your curriculum
Inform and involve parents in the effort
Develop a simple model lesson presentation for other teachers or future teachers, interested parents, and administrators at your school site
Ask school site administrators, district supervisors/ curriculum coordinators for a list of all arts resources and materials available for classroom teacher use
Ask for time for professional growth and curriculum development in the area of arts-infusion across the curriculum
Ask for Professional Growth days or district teacher training in Arts Integration or Arts Infusion across the K-8 curriculum
Ask other grade level peers if they would like to explore the idea of teaming/rotating arts-infused lessons across their curriculum.
Form an Integrated Arts Committee at your school site
"Thumbnail Sketches": Additional Ideas from Our K-8 Contributing Classroom Teachers
Thumbnail Sketch #1: Ms. Tanonis
Thumbnail Sketch #2: Mrs. Laws
Thumbnail Sketch #3: Mrs. Gray Thumbnail Sketch #4: Mr. Pham Thumbnail Sketch #5: Mrs. Crandall
Thumbnail Sketch #6: Ms. Elemont
Thumbnail Sketch #7: Mr. Soto
Conclusion
Chapter References
APPENDIX A: Resource Bibliography
Chapter 1: What are the Arts, their standards, and impact on student learning?
Focus Activity
What are the arts?
Arts as Core Content
Who will teach the arts?
Classroom Teachers: General Education with and through the Arts
What is Purposeful Planning with and through the Arts?
Standards in the Arts
Suggestions for Standards-based Arts Activities
Research on the Impact of Arts Activity on Student Learning
Why use the arts within content area instruction?
How does participation in arts activities impact student achievement and learning?
Learning through the Arts: Student Academic and Social Development
Learning through Musical Activity
Learning through Visual Art Activity
Learning through Theatre/Drama
Learning through Dance/Movement
Learning through Integrated Arts Activities within Content Area Instruction
Learning through Arts-rich School Environments
Arts Infusion in Action: Classroom Vignette
In the Classroom:
Integrating Language Arts/Literacy with the Arts: "Orchid Paragraphs" (Content Areas: literacy/language arts, arts= visual art, music)
Teacher Debriefing: Mrs. Laws' Grade 2 Art and Literacy Lesson
Big Ideas/ Standards Addressed
Teaching Strategies/ Sequences
Assessments/ Evaluations
Reflections on Mrs. Laws' Lesson
Considerations in Mrs. Laws' planning and teaching
Arts Infusion in Action: Classroom Vignette
In the Classroom: Integrating Social Studies/U.S. History with the Arts: "Let's Find Out: George Washington and the American Revolutionary War"" (Content Areas: Middle School History/Social Science, English Language Arts, Arts= Theatre, Music, Visual Art)
Big Ideas/Standards Addressed
Teaching Strategies/ Sequences
Assessments/Evaluations
Reflections on Mr. Gonzalez's lesson
Conclusion
Chapter References
Chapter Two: What Students Need to Know
Focus Activity
Overview of Chapter Two
Food for Thought: What Your Students Need to Know
Hints in Reading Contributing Teacher Examples
K-8 Teacher Contributors: First Stages of Purposeful Planning
In the Classroom:
Integrating Science and the Arts: "Lifecycle of Butterflies" [Content Areas: Science, English Language Arts (reading/ author study, oral language), Arts= Visual Art]
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Math and the Arts: "Singing, Moving, Drawing on the Language of Math" (Content Areas: Math, English Language Arts (reading/ author study, oral language), Arts= Visual Art, Music, and Dance)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Social Studies (Geography) and the Arts: "Desert Habitat Art"(Content Areas: History/Social Science (Geography), Arts= Visual Art)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Social Studies (History/Geography)/ Math/ and the Arts: "Exploration/Colonization"(Content Areas: History/Social Science, Math, Arts= Visual Art)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Social Studies/History and the Arts: "Jamestown in 1607" (Content Areas: History/Social Science, English Language Arts (writing and speaking) Arts= Theatre)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating Math and the Arts: "Measuring and Classifying Angles through Dance" (Content Areas: Math (Measurement and Geometry), Arts= Dance)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
In the Classroom:
Integrating History/Geography and Theatre: "Manifest Destiny: Westward Expansion" (Content Areas: History/Social Science, Arts= Theatre)
Big Ideas tied to Content Standards
Purposeful Planning Goals
Discussion
Theory and Rationale: Reflective Practices and Constructive Curriculum Planning
What Students Need to Know: Key Ideas toward Student Understanding
Careful Choices
Backward Curriculum Design
Education for Understanding
Big Ideas
What students should know and be able to do
What we want our students to understand
Reflective Practices: The Importance of Others in Your Planning
Interaction with Peers
Suggestions for Discussion Topics
Self-Study: "What Students Need to Know"
Conclusion
Chapter References
Chapter Three: What Students Already Know
Focus Activity
Overview of Chapter Three
What Students Already Know
In the Classroom:
Integrating Social Studies/History and the Arts: "Jamestown in 1607" (Content Areas: History/Social Science, English Language Arts (writing and speaking), Arts= Theatre)
Anticipatory Activities as Platforms for Inquiry
In the Classroom:
"Orchid Paragraphs" (Content Areas: language arts/literacy Arts: visual art, music)
Experiential Learning: The Role of Direct Experience in Lesson Scaffolding
Tools for Finding Out What Students Already Know
Thought-Provoking Questions (K-W-L)
Visual Displays
Quick Writes
Anticipation Guides
Demonstrations
Learning with Understanding: Arts Activity and Transfer of Student Knowledge
How to Complete the Self-Study: "What Students Already Know"
Conclusion
Chapter References
Chapter Four: Selecting Resources
Focus Activity
Overview of Chapter Four
Mr. Gonzalez's Lesson: Beyond Teaching Comfort Zones
Teacher Debriefing: Mr. Gonzalez's Connections Across Content Areas Materials Planning Cycle
Planning Interdisciplinary Activities to Connect Students to Other Learning
Summary: Mr. Gonzales' Purposeful Materials Planning
Selecting Appropriate Resources: Interviews with Other Contributing Teachers
Interview with Mr. Pham (Grades 4 and 5)
Interview with Mrs. Gray (Grade 3)
Interview with Ms. Elemont (Grade Six Math)
Interview with Ms. Tanonis (Grades K/1)
Summary of Contributing Teachers' Considerations and Criteria for Materials Planning
Conclusion
Self-Study Exercises
Suggestions for Peer Discussions
Suggestions for Completing FIGURE 4.4:
Self- Study: "Resource Planning and Selection"
Suggestions for Using Figure 4.5:
"Materials Criteria Checklist"
Chapter References
Chapter Five: Instruction
Focus Activity
Overview of Chapter Five
What are some ways to plan for instruction with the Arts?
Re-focus on "Big Picture" Ideas: The Arts Content Standards
Increasing artistic perception: Processing of information about elements found within the arts.
Creating and performing art
Analyzing and valuing: learning to make informed judgments about the arts.
Learning about and making connections between the arts within their historical and cultural contexts.
Comparing and connecting learning with the arts with other subject areas and careers
Characteristics of Successful Arts-Infused lessons
Instructional Components and Sequence in Arts-Infused Lessons
Introduction/Anticipatory Set
Modeling/ Use of Materials
Debrief the Model
Invitation to Create
Independent Practice: Allow Time to Create
Teacher as Facilitator of Creativity
Processes
Informal Performance/Displays (authentic assessments) and other forms of Evaluations
Reflection: Students and Teacher
Arts-Infused Teaching Strategies at Work in the K-8 Classroom
K/1 Lesson Instructional Sequence: Ms. Tanonis
6th Grade Math Instructional Sequence: Ms. Elemont
Conclusion
Instructions for Using Figure 5.3: "Self-Study: "Mapping Your Arts-Infused Instructional Sequence"
Chapter References
Chapter Six: Evaluation
Focus Activity
Overview of Chapter Six
Evaluation and Assessment during Arts-Infused lessons
Understanding
Active Assessments to Determine Student Understanding
Authentic Assessments
Assessment/ Evaluation Examples
In-class performance sharing
Knowledge Charts/ KWL (Ogle, 1986)
Progress Checks during arts-infused activities
Evaluative Discussion, Written Self-Assessments, and Journal Prompts
Cross-grade performance sharing/ exhibits
Displays of student artwork paired with original student writing
School-wide festivals/ Thematic Arts Activities
Student projects based on famous works of art
In class word wall displays
Community outreach or service projects
Teacher Reflection
Summary of Examples of Assessment and Evaluation
Contributing Teachers' Assessments in Action
In the Classroom:
Integrating Social Studies/History and the Arts: "Jamestown in 1607" [Content Areas: History/Social Science, English Language Arts (writing and speaking), Arts= Theatre]
How Written and Authentic Assessments Were Used
What Happened?
In the Classroom:
Integrating Social Studies (Geography) and the Arts: "Desert Habitat Art"(Grade 3 Content Areas: History/Social Science (Geography), Arts= Visual Art)
How Written and Authentic Assessments Were Used
What Happened?
Conclusion
Self-Study of Arts-Infused Lesson Assessments
How to Use Figure 6.7: Self Study: "What Happened?: Assessments in Action"
Chapter References
Chapter Seven: Unpacking the Arts Standards' Big Ideas
Focus Activity
Overview of Chapter Seven
Arts Standards in Purposeful Planning
What are Content Standards in the Arts?
For whom were arts standards intended and what is their purpose?
What do the content standards in the arts contain?
Can I teach arts standards as a non-specialist?
Unpacking the Arts Standards
What are some Big Ideas within the Arts Standards?
Which "big ideas" in the arts standards are most appropriate for my personal use and why?
Discussion of Figure 7.1: "Unpacking the Arts Standards' Big Ideas"
Conclusion
Suggestion for using Figure 7.2: "Self-Study: Review of My Visual and Performing Arts Standards"
Chapter References
Chapter Eight: Arts Within My Classroom and Beyond
Focus Activity
Overview of Chapter Eight
Creating, Using, and Sharing Your Customized Lesson File
Advocacy for Arts-Infused Teaching and Learning
Increase respect for the worth and value of arts infusion in K-8 general curriculum
Inform current or future school site leaders about the need for arts infusion within your curriculum
Inform and involve parents in the effort
Develop a simple model lesson presentation for other teachers or future teachers, interested parents, and administrators at your school site
Ask school site administrators, district supervisors/ curriculum coordinators for a list of all arts resources and materials available for classroom teacher use
Ask for time for professional growth and curriculum development in the area of arts-infusion across the curriculum
Ask for Professional Growth days or district teacher training in Arts Integration or Arts Infusion across the K-8 curriculum
Ask other grade level peers if they would like to explore the idea of teaming/rotating arts-infused lessons across their curriculum.
Form an Integrated Arts Committee at your school site
"Thumbnail Sketches": Additional Ideas from Our K-8 Contributing Classroom Teachers
Thumbnail Sketch #1: Ms. Tanonis
Thumbnail Sketch #2: Mrs. Laws
Thumbnail Sketch #3: Mrs. Gray Thumbnail Sketch #4: Mr. Pham Thumbnail Sketch #5: Mrs. Crandall
Thumbnail Sketch #6: Ms. Elemont
Thumbnail Sketch #7: Mr. Soto
Conclusion
Chapter References
APPENDIX A: Resource Bibliography