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Handbook for K-8 Arts Integration: Purposeful Planning across the Curriculum, CourseSmart eTextbook

By Nan L. McDonald

Published by Pearson

Published Date: Aug 5, 2009

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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.
 

Table of Contents

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                   

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Handbook for K-8 Arts Integration: Purposeful Planning across the Curriculum, CourseSmart eTextbook
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$30.99 | ISBN-13: 978-0-13-500280-3