arts integration as a model of rigorous instruction · and performing arts standards, and ccss •...

*** * "'1■11■■ L'JMN•i NTY SUPERINTENDENTS

N I TI ATIVE

Arts Integration as a Model of Rigorous Instruction

Connecting Arts Learning with the Common Core

Created by CCSESA Regions 2, 6, and 7

1

Welcome & Logistics

•  Housekeeping •  Who is in the room?

2

 

 

 

Experience with the Arts

• Tell about a positive experience you had with the arts as a youth or in school.

• What is your most recent positive arts experience as an adult?

• Describe a positive experience using the arts in your own classroom.

3

 

 

 

 

 

 

Objectives • Understand the connections among arts processes, Visual

and Performing Arts Standards, and CCSS

• Construct and interpret art work that demonstrates understanding of foundational knowledge in the arts

• Identify and apply strategize for arts integration and performance based assessment

• Teach, document, and share a unit of study that integrates the arts with ELA or Math Common Core standards

• Analyze the effectiveness of arts integration on student learning by using both summative and formative assessment

• Determine arts resources that are available to teachers through technology, at school sites, and in the community

4

 

 

 

 

 

Norms

• ENJOY and make the most of this time.

• ASK for what you need.

• Be a TENACIOUS learner.

• Please place technology in BUSINESS mode.

• 5

CREATIVITY “We need people who think with the creative side of their brains – people who have played in a band, who have painted, been involved in the community as volunteers. It enhances symbiotic thinking capabilities, not always thinking in the same paradigm, learning how to kick-start a new idea or how to get a job done better, less expensively.”

Are They Really Ready To Work? Annette Byrd, Manager, Healthy Work Environment, GlaxoSmithKline

a Klt..L

1,500 CEOs surveyed by IBM ranked_______ as the most important leadership quality they are looking for in their workers.

Arts Education Quiz

6

T F Student involvement in the arts is linked to higher academic performance, increased standardized test scores, greater involvement in community service and lower dropout rates.

Arts Education Quiz

TRUE Impact on Students Arts integration and arts education, in various formats, have positively and consistently been linked to increased student engagement, motivation, and persistence… The arts can engage students who are not typically reached through traditional teaching methods. Excerpt from Changing Education Through the Arts: Final Evaluation Report

7

O H 01 f IC

the

T F A Harris poll shows that 60% of Americans consider the arts to be vital for providing a well-rounded education.

Arts Education Quiz

FALSE

8

Arts Education Quiz

FALSE*

9

T F Arts are more located in the right brain where the processing is more creative.

T F Arts cannot be assessed because there is no right or wrong.

Arts Education Quiz

FALSE

10

Doing and ' making are critical components of arts education. Arts knowledge

is assessable and so is the process of making art as well as the artwork

itself . Each of these components nowledge, process and production

is intertwined and each needs to be represented and accounted for in the

assessment system.

Art & CC

So, how does this all relate to Common Core?

"The standards are not the curriculum, they are the building code. They reflect important, desirable outcomes and we must meet them, but we don't cover them check-by-check ... we want to create an interesting, rich curriculum where teachers and students want to live," says Jay McTighe.

11

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12

 

 

   

      CORE

CALIFORNIA OFFICE TO REFORM EDUCATION

Smarter Balanced Assessment Consortium

Information Processing• Increasing in rigor

Performance Task

• Essay, story, script • Display, models, design

• Oral presentation • Scoring Rubric

Cognitive Demand

Design Elements

Item C

Item B

Item A

Stimulus • Text • Graphs • Photos, media • Artistic Presentation • Etc.

Low

Mid

High

13

The Arts in Schools

Arts as Curriculum

Arts-Enhanced Curriculum

Arts-Integrated Curriculum

14

LESSON 1: Only Dance

LESSON 2: Only Science

Balance of Instruction

15

16


16

LESSON 3: More Dance Than Science

LESSON 4: More Science Than Dance

LESSON 5: Dance and Science Balanced


17

,I • a

DEFINITION

Arts Integration is… an APPROACH to TEACHING

in which students construct and demonstrate UNDERSTANDING

ART FORM. through an

Students engage in a CREATIVE PROCESS which CONNECTS an art form and

another subject area and meets EVOLVING OBJECTIVES

in both.

41

19

VAPA – California State Frameworks

Visual and Performing Arts Standards “Fandango” Puppet Style

20

Performance Task

Collaborate in groups to construct Fandango puppet performances that demonstrate an understanding of the strands from the VAPA California State Frameworks.

21

Visual & Performing Arts Framework

Disciplines

Dance

Music

Theatre

Visual Arts

Strands

Artistic Perception

Creative Expression

Historical & Cultural Context

Aesthetic Valuing

Connections, Relationships, Applications

22

APe

23

 

 

 

Visual Arts Vocabulary

• Observational drawing skills. Skills learned while observing first hand the object, figure, or place.

• Line. A point moving in space. Line can vary in width, length, curvature, color, or direction.

• Shape. A flat area surrounded by edges or an outline. Lines meet to create shapes.

24

CRocodile

26

HIppopotamus

27

Where/When Do These Puppets Come From?

28

ASs

29

Aesthe5cValuing Aunt Marty is character going to her 20th high school reunion. She ants to "dress to impress." Which dress should the costumer design for her?

Uncle Arty is a character in a haunted house. Which dress should he ear?

Respondingto,analyzing,andmakingcri5calassessmentsaboutworksofagivenartform

30

CRAb

31

Visual & Performing Arts Framework

Disciplines

Dance

Music

Theatre

Visual Arts

Strands

Artistic Perception

Creative Expression

Historical & Cultural Context

Aesthetic Valuing

Connections, Relationships, Applications

32

 

 

 

 

 

  

• Build a “Fandango” puppet representing one of the VAPA strand

• Paper bags, construction paper, etc.

• Write a script that demonstrates the meaning of a VAPA strand

• Sentence frames provided

• Share puppet “informances” following puppetry conventions

• Use a rubric to evaluate progress • Rubric developed by the class

33

  

 

 

Puppetry Conventions

• Puppet moves when talking. • Puppeteer moves the puppet while an actor

reads the script. • Puppeteers may be visible or behind a

screen. • Some puppets have mouths that move;

others do not.

34

 

 

 

 

 

 

Scripts

• (Animal Sound) “I am a(n) _____.

• I represent ____________________, which is when students____________________________.

• I am a good symbol for artistic perception because I like to _______________, and ________________.

• You can remember me because ______________.

• I always say ______________________________.

• I am a(n) _____.” (Animal Sound)

35

Develop a Rubric

36

Category Criteria Fandango Puppet

Represents animal from the VAPA framework as portrait or profile

Puppet Script

Demonstrates understanding of concepts from the correlating VAPA strand

 

 

 

 

 

  

• Build a “Fandango” puppet representing one of the VAPA strand

• Paper bags, construction paper, etc.

• Write a script that demonstrates the meaning of a VAPA strand

• Sentence frames provided

• Share puppet “informances” following puppetry conventions

• Use a rubric to evaluate progress • Rubric developed by the class

37

39

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Performance Task



Cognitive Demand

Design Elements

Item C

Item B

Item A


Low

Mid

High

40

,I • a

DEFINITION






in both.

41

The Arts in Schools

Arts as Curriculum

42

Arts-Enhanced Curriculum

Arts-Integrated Curriculum

Martin’s Big Words

43

Transitioning to Common Core Standards

with the ARTS!

Pecha Kucha Style

44

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46

I’mgoingtobeadesigner

47

art

48

ELAStandards

50

www.shutterslock.Corn- 9496851~

53

Student Sample: K,

This narrative is a process piec,e t hat was produced in class.

r

1

f ---

55

NO ,. RE.ALLY . WHY

DIDN'T YOU GO TO COLLEGE?

I M GUESSING YOU

WERE 'T VERY GOOD AT ENGLISH EITH ER.

WHATM.A K.ES

I WASN ' T VERY GOOD AT

THE WORD I MA-o.-:tEMATING 1·?

YOU'RE .:TUST JEALOUS OF MY

VOCABULASTERY ,

57

SUP1 SUP2 SUP3

1 12 127

~ ~ !Ir •7X ·7XX •7XX

19 19 19 •14 ·14

52 52 -49

3rernalnder

VS.

60

- OW WOULD A REAL WOMAN LOOK WITH BARBIE'S P'ROPORTIONS?

Barbie (not to scale)

5ft 61n

Libby

5ft 16ln

I ·W'.

~~. IJ, 20ln 1

r-29in

Libby, 5ft 6in tall, with Barb1e'S proport ions

7ft 16ln

Libby with a wa.Jst of 28in and Barbie's proport ions

61

2013-2014

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.

Unscramble the definition…

Students engage in a CREATIVE PROCESS an APPROACH to TEACHING

which CONNECTS an art form and another subject area and meets

UNDERSTANDING through an 11111' ART FORM-

I • 0

Arts Integration is… EVOLVING OBJECTIVES in both.

in which students construct and demonstrate

70

,I • a

DEFINITION






in both.

71

 

 

   





Performance Task



Cognitive Demand

Design Elements

Item C

Item B

Item A


Low

Mid

High

72

A Short Walk through the Pyramids and through the World of Art Isaacson, Phillip.. New York: Knopf, 1993

At Giza, a few miles north of Saqqara, sit three great pyramids, each named for the king – or Pharaoh – during whose reign it was built…

Taken from Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix B: Text Exemplars and Sample Performance Tasks

74

 

 

 

 

Creative Expression

• Using the blank sentence strips provided, each person will write at least one each of the following in a phrase or sentence. (5 min.) • A rich sensory description that captures an

observation of some aspect of the painting (S) • A reflection using one of the memorable words or

phrases in the informational text (!) • A thought-provoking connection between the

written text and the visual arts text (#)

75

Performance Task

Using the sentence strips you have just read at your table, collaborate to arrange the phrases into a poem that expresses your group’s understanding of the two pieces of text. Next, use the theatre checklist to create a spoken word performance of your poem.

76

  

     

      

Theatre Checklist • Use effective vocal expression, gesture, facial expression and timing. • Use two or more choral reading techniques

• whole group/small group/solo • echo words or phrases • montage or overlapping phrases and/or sounds • repetition of key words or phrases • sound effects

• Use two or more staging techniques • tableau (frozen stage picture) • pantomime (acting without words) • choral movement (same movements at the same time) • split focus (two important things happening at the same time • levels (high, medium, low)

77

Spoken word ensemble

78

Identify

Memorize

Who, What, When, Where, Why

State Name Tabulate

Tell Use

Apply ConceplB

Criliqu,

An■tvza

Separate

Cause/Effect

Estimate

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Connections to Literacy Anchor Standards & DOK

Highlight 3 connections.

79

 

 

 

6th Grade VAPA – Theatre Standards

• CE 6.2.2 Use effective vocal expression, gesture, facial expression, and timing to create character.

• HCC 6.3.1 Create scripts that reflect particular historical periods or cultures.

• CRA 6.5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such as a demonstration in history–social science of how persuasion and propaganda are used in advertising.

80

Sharing of Arts Integration Resources

•  Arts at the Core http://teacharts.org •  CCSESA Arts Initiative http://ccsesaarts.org •  Kennedy Center http://artsedge.kennedy-center.org/educators.aspx

81

Synthesis of the Day

•  Objective – What?

Reflective – Gut?

Interpretive – So What?

Decisional – Now What?

• 

• 

• 

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arts integration as a model of rigorous instruction · and performing arts standards, and ccss •...

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