The Inspired Classroom » integration

Working with Arts Standards for Arts Integration

Elizabeth Peterson — Thu, 01 Mar 2012 10:45:02 +0000

In my last post, I described the 4 Steps to Creating an Arts Integrated Lesson. The major thing to remember is that when you are teaching with arts integration, your students are learning as much about the art form as they are about the other content area. Because of this, the 3rd step is very important. In this step, you music check out the art’s standards. The link provided leads you to a complete and easily searchable listing of the national standards in music, visual art, dance and theatre. When I am creating an arts int lesson and have an art form in mind, it is helpful for me to peruse the standards in that artform and find something that will work.

Often the visual art standard 1 is a great one to begin with: “Understanding and applying media, techniques, and processes.” With this you can explore a variety of media and techniques that you have available to you or that your students are learning about in their art class.

For dance, the ones I usually work with are standard 1 “Identifying and demonstrating movement elements and skills in performing dance ” which includes the use of time, space and energy in movement; and standard 3 “Understanding dance as a way to create and communicate meaning .” (Think demonstrating the growth of a plant or expressing the emotions of a story character.)

The theatre standard that always stands out is standard 2 “Acting by assuming roles and interacting in improvisations”. For a brief description of how to implement this in an effective manner in the classroom, please refer to this post on The Actor’s Toolbox.

So many teachers sing in their classrooms. If you are one, consider diving into music standard 1 “Singing, alone and with others, a varied repertoire of music” and working on students’ singing technique and repertoire. Standard 2 “Performing on instruments, alone and with others, a varied repertoire of music ” is also good to use if you want to implement some music creation in your classroom. I am particular to music standard 6 “Listening to, analyzing, and describing music” since it is the basis of my book Inspired by Listening, a book that integrates musical listening experiences with literacy.

Each set of art standards contain one standard that focuses on understanding the art form in relation to history and culture as well as one that focuses on understanding the relationships among the other arts, and disciplines outside the arts. These two standards often seem to relate well to social studies curricula and with general content within the classroom.

One last helpful hint on working with arts standards: Don’t be afraid to work solely with the k-4 standards, especially as you begin. Remember, you may not be the arts specialist, but might be able to follow the more elementary standards in each of the art forms. This is not to dumb down your lesson, but to help make it more attainable. However, if you are knowledgeable (or you have access to someone who is) in a certain art form, then the sky’s the limit.

Two real life examples:

Erosion Blues – In this lesson that I have already created and used, my students learn the form of the blues and write original lyrics containing science vocabulary from our unit on land and water. Want to hear a recording? Go HERE!

Here are the standards that are the focus during this series of lessons:

Art Standard - Music #4

Science Standard – Earth Processes and Cycles #3

Composing and arranging music within specified guidelines” focusing in on the following achievement standard:Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique), demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance”

Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments, and creates various types of landscapes.

In the past, the music teacher and I have collaborated since the students are getting a lot of instruction in how to write a blues song.

Land and Water Art – Since my last post, I have researched a little more about the British artist named Andy Goldsworthy who, “is interested in the ‘movement, light, growth and decay’ of nature. He exploits its vital impermanence: changes in season, weather and terrain.” (Source) After watching how he approaches his art in reflection of nature, I’ve decided to share the artist with my students and have them create some art in the style of Goldsworthy. Last night, after looking at the science standards I am teaching, I looked at some of the arts standards. These are the ones this lesson would focus on.

Art Standard – Visual Art #3

Science Standard – Earth and Space Science #12

Choosing and evaluating a range of subject matter, symbols, and ideas.Students explore and understand prospective content for works of art.Students select and use subject matter, symbols, and ideas to communicate meaning.

Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes.

This lesson is going to be a lofty one, one that is steeped in experience and using art as a means to develop a relationship with the land and water we are studying. Through the searching I did within the standards, it is making my purpose more clear as to what I want to do here. It’s not just about going out to our nearby streams and moving leaves around to create a piece of art. My intent is for students to gain an understanding of the energy and fragility of nature. Their art will not last. It will change with the wind, so to speak and I think that having that experience will be good for them as they try to understand the erosive power of wind and water.

The process of researching the standards as I develop these lesson ideas makes this more than just creating art to go along with a science unit. It gives the art form as well as the science lesson purpose and direction.

Consider the standards when you are approaching an arts integrated lesson. Your ideas will start to formulate easier and you will find that the outcome is richer for both you and your students.

~EMP

4 Steps to Creating an Arts Integrated Lesson

Elizabeth Peterson — Tue, 28 Feb 2012 10:23:35 +0000

The other day, while presenting to a group of teachers in Michigan via Skype, I was asked, “How can a teacher get started on creating an arts integrated lesson?” My presentation was on this topic, but there seemed to be a need for more of a step by step approach. So, for those of you who are just getting started or need a jolt to add more arts integration into your repertoire, here are the four steps I recommend.

Think about what lessons, projects or units of study you teach. (content vocabulary, science or social studies unit, literary devices, math concepts) What lessons are getting tired and need more life? What do you do well and want to make even better? What is something new that would lend itself well to the arts?
Brainstorm art forms that may work for this particular lesson. Look for the “elegant fit”. In other words, don’t force it. Sometimes an idea just comes to me, other times I have to think things through or bounce ideas off of someone else. Is there a song that can be composed? (Think lyrics, instruments, or sounds.) Is there a visual piece of art that could be created? (Think illustration, diagram, 3 dimensional figure, etc.) Could your students tell a story or act out a concept? Could your students move in a way that would deepen their understanding of what they are learning? (Consider movement in science or interpreting vocabulary.) Think about your own interests/talents and those of other teachers you can work with. If there is an art form with which you are more comfortable, start there. Otherwise you can experiment a little bit with another art form.
Check out the art’s standards. See what speaks to you in terms of what may work and fit with your lesson. The language of the standard may lead you in the right direction. Also check in with an arts teacher to see what your students are learning with them. If, for example your art teacher is teaching your students about shading, maybe your students could create a still life of something you are learning in science. If your music teacher is teaching your students how to play the xylophone, allow them to use that musical instrument to create an ostinato of a song to express their understanding of concepts. Remember to place both the content standard and the art standard at an equal level. When I create arts integrated lessons, the two standards are displayed side by side. Here is an example:
Go for it! Just do it. Implement the lesson and allow yourself (and your students) time for reflection on how things went. Make a few mistakes if you need to. It’s no biggy. It’s all part of the process.

Two real life examples:

Erosion Blues – This is a lesson I have already done. For a full explanation of it, please go to this post. Basically, my students learned the form of the blues and wrote original lyrics containing science vocabulary from our unit on land and water. Want to hear our recording? Go HERE!

Erosion Art – This is a lesson in the making. Again, I would be integrating with the concepts learned during our land and water unit, but the art form would be visual art instead of music. I recently learned about a British artist named Andy Goldsworthy who, “is interested in the ‘movement, light, growth and decay’ of nature. He exploits its vital impermanence: changes in season, weather and terrain.” (Source) I know there is an elegant fit here – a great lesson that needs to be created, a wonderful experience that my students should have. I am still in the research and standard finding stage with this one. I’m not sure if I want my students to study his work, create their own artwork or do both. There will be more to come with this one.

In my next post, I will discuss much more about arts standards and how to choose ones that will work for you. (Consider this part 1 of 2.) For many more articles on the topic of getting started (or staying the course), please click the “Getting Started w Arts Int” tag.

In the meantime, please share how your ideas on how to start creating your own arts integrated lesson.

~EMP

Reigniting Your Love of Teaching through Arts Integration

Elizabeth Peterson — Fri, 24 Feb 2012 10:40:33 +0000

I so very much believe in the power of the arts in education, but not just for the students who are learning. It’s also very much for the teachers who are teaching! I have seen first hand how arts integration has reignited teachers’ love of teaching, rekindled a flame that was starting to die. In recent years, I have been able to do one of my favorite things in education: provide professional development for teachers in arts integration.

Later today I am Skyping in with a group of teachers at the Concord Montessori and Community School in Mancelona, Michigan. (I am in Hampton, NH.) I am excited to present ideas to these teachers and lead a discussion on how to reintroduce arts integration into their school community. I have put together this outline of resources and links for them and thought it would be nice to share it with all The Inspired Classroom’s readers. So please, take advantage and if you are ever interested in having me speak to your school’s staff or small group of teachers in person or via Skype, please don’t hesitate to contact me!

Outline and Links – Reigniting Your Love of Teaching through Arts Integration

Part ONE – The Arts and Arts Integration

Arts and Curriculum (AS, ENRICHED by, INTEGRATED with)

WHAT IS TRUE ARTS INTEGRATION?

Arts Integration Isn’t…

An afterthought
A filler
Something nice

Arts Integration Is…

Making the arts part of your classroom culture.
Intertwining the intellect with creativity.
Creating a safe learning environment for students to collaborate and share.
Keeping to the integrity of the art form.
Arts’ Standards AND Content Standards taught simultaneously.

Part TWO – GETTING STARTED (or Starting Again) WITH ARTS INTEGRATION

Follow Your Interests and Passions

Creating community through the Arts – Building relationships
Effects of Quality Community Building
Creating a Safe Learning Environment

Feed Your Flame

Collaborate to Integrate
- Colleagues – Teacher Talents
- The Artist-Teacher Partnership
- PLN

Take a class (art or teaching), workshop, or course!
Feed What You Do

Don’t Be Afraid!

Face Your Fears of Arts Integration
Grasp the Opportunity
AI is authentic learning!
- Example – Erosion Blues
Be equipped with resources and advocacy.

Arts Integration

Getting Started and Staying the Course

Join our Arts Integration online PLC PLaiC
kick stART to arts integration
5 Keys to Teaching with Arts Integration
Check out our BOOK STORE for arts integration books and ebooks

If you have any questions or needs, please don’t hesitate to contact me!!!

~EMP

The Arts and Curriculum

Elizabeth Peterson — Tue, 21 Feb 2012 10:24:40 +0000

My journey learning about the arts and their valuable uses in my classroom and in our schools is ongoing. Just as with great learning in the classroom, this professional learning never ends. Instead, my understanding of things is deepened the more I read, discuss, write, and teach both children and adults.

Just yesterday, one of our readers and fellow integrated arts specialists, Dr. Rosiland Flynn, let me know about the Kennedy Center’s newly launched arts integration site. If you are new to arts integration or a veteran, this is a great site to have in your book marks. It contains so much great information not only in arts integration but also in arts education. It is the site I go to when researching arts stand ards to integrate with other content standards. The Kennedy Center also created the arts integration definition I refer to in my arts int courses, classes and workshops. You shouldn’t reinvent the wheel. It is all right here!

One thing that the foundation set out to clarify as they began their work is what arts integration really is. This is part of any good integration teacher’s or arts int school’s journey. We all must, as I have stated before, “rip off the band-aid” and realize what true arts integration is. In the past I have put it as, “The arts are not an afterthought or an add-on” or “Arts integration is not about singing to memorize the 50 States and Capitals.”

I always wait for teachers to give me the look when I mention an example that hits home to what they do in their classroom as I’m preaching what arts integration isn’t. And I’m quick to let them know that I do “those things” in my classroom too. “And it’s ok,” I state, “but it’s just not true arts integration.”

This topic was always addressed in an excusatory way. It was almost like we dismissed the idea that we may use the tune of Twinkle Twinkle Little Start to learn the alphabet. The feeling was more like, “Ok, we do it, but don’t tell anyone.” And then it was not really addressed again. That’s not quite what we’re going for here.

As I perused the Kennedy Center’s site, and read the background of how their definition came to be, I was please to see them describe how the arts are used in schools in this variety of ways. They did a wonderful job and I’d like to share it with you now. (And from now on I will share it with my colleagues this way.)

Arts AS Curriculum – This would be arts being taught for arts’ sake: arts education – education about the arts. This is not to be overlooked once teachers and/or schools dive into arts integration. It is crucial for a well-rounded education. For example, in music class, students learn about note values and use what they learn to create rhythms that are further used in compositions and in performance.

Arts INTEGRATED Curriculum – This occurs when teachers take the time to find an elegant fit between the content and an art form and then teach and assess standards in both. For example taking those same standards of learning note values in music composition and applying the understanding of fractions (and money) in math. Students can create rhythms, show fractional (and monetary) values and be assessed in both musical and mathematical understanding.

Arts ENHANCED Curriculum – An example of this would be when a teacher uses a rhythmic rap to help students learn their multiplication facts. I have some of these types of CDs in my classroom and they assist some students in drilling and learning the facts. The rhythms of the rap help them to memorize the patterns and I find some students reciting the rap under their breath when they need to recall information.

I’d like to emphasize here that this type of learning is NOT bad! The arts have been used like this for ages and there is a place for it in certain situations. The important thing to understand is that it’s not arts integration because little to nothing is being learned about the art form here. It is simply a vehicle to gain understanding.

With each lesson you create, you must consider what your focus is between the arts and the curriculum. If your goal is to truly integrate the arts, then, with a bit of work you will need to start finding those natural connections. Like any educator who works to integrate the arts, you will find that this work is not only worth it, but vital to deepening students’ understanding of content.

Over the next few weeks, I will be focusing on other things educators need to consider when integrating the arts into their curriculum. Please join me by commenting and adding your own thoughts and ideas!

~EMP

Beethoven’s 241st

Elizabeth Peterson — Fri, 16 Dec 2011 11:45:46 +0000

I love celebrating Beethoven’s birthday each year! And this year, his 241st birthday is no different. My plans for the day today include:

Having my students complete their math open response question which is based on Beethoven’s 9th symphony.
Having my students work on their fact and opinion project using leveled Beethoven biographies.
Conducting an in-class all-Beethoven recital where my students are the performers.
Having my students continue their work on their compare/contrast essay comparing Beethoven to Bach.
Watching Beethoven Lives Upstairs and writing a short essay on perseverance.

(These activities and more can be found in my new eResource Celebrating Beethoven in the Classroom on sale now for download at The Inspired Classroom’s book store.)

This year, I’m also celebrating his birthday with more fun – a Teacher Field Trip! After not planning one for over a year, we back in full force tonight with a triple D: Dinner, Drama and Dance. I am looking forward to eating out with other teachers in Portsmouth, NH, then attending a modernized performance of A Christmas Carol at the Player’s Ring and finishing the night dancing over at the Gas Light’s third floor. It should be a birthday bash!

Enjoy your day and your week end!

And Happy Birthday Beethoven!

Celebrate Beethoven in the Classroom

Elizabeth Peterson — Thu, 08 Dec 2011 10:33:17 +0000

Special Announcement!

It’s finally here – a new addition to The Inspired Classroom’s book store…. and it’s a good one too!

Celebrate Ludwig van Beethoven in the Classroom: A Resource for Classroom Teachers and Music Teachers Alike by Elizabeth M. Peterson

This eResource is built for any teacher who enjoys music, especially that of Ludwig van Beethoven. Beethoven is one of the world’s most beloved composers of all time. Now, you can integrate the music and the man into other areas of the curriculum. This resource was created using activities and materials used in classrooms by students of all ages. Now it is compiled and ready to be used by you and your students. From reading to math, penmanship to performance, students are sure to enjoy the activities that are embedded in this 24 page arts integration eResource!

For years, I have been using the materials and activities that are compiled in this resource. My students love listening to his music and discussing his quotes, reading about his life and performing his music. Each year, we celebrate Beethoven’s Birthday as a December Holiday. His birthday is right around the corner – December 16th. That’s why I wanted to make sure this resources was ready in time for you to use in your classroom THIS YEAR! Of course, you can (and should) use these ideas any time of the year.

So, don’t wait! Get this in your hands so you can check it out and start using it on Monday! (or even sooner than that…)

Celebrate Ludwig van Beethoven in the Classroom