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Hairspray

Teacher Resource Book

Written by

Jennifer Keaton and Kirsten Mohring

Edited by

Kirsten Mohring

Educators and Friends of the Arts,

In this handbook you will find many valuable resources for teaching across the curriculum.

It was our goal to create a unique resource where the arts are celebrated with diversity,

creativity and innovation. This unique fusion has the power to dramatically shape the

landscape of education. Integration is an essential element to a well-rounded education

that is representative for all students.

Teachers who make arts integration an important part of their classroom instruction

continue to be strong voices for arts education for our students. The Educational Theater

Collaborative is a crucial part of helping inspire teachers to continue the strong tradition

of arts advocacy in the state of New Hampshire.

Additional sections in this handbook promote the power of the arts through research, as

they honor and value the arts as core subjects in school, work and life. The handbook

highlights integration opportunities and lessons that collaborate Hairspray, and can be

differentiated to fit a variety of student levels and abilities while connecting to the

Common Core and National Core Arts Standards. Also included are further resources for

you to explore, allowing you to create your own unique Hairspray experience to fit your

needs.

This handbook and conference would not be possible without the continued tradition of

collaboration. An extraordinary number of people have worked behind the scenes and we

would personally like to thank Timm Judas, Pam Irish, Robb Dimmick, Pat Kelly, Marcia

McCaffrey, and especially Trish Lindberg. Trish consistently shows a collaborative spirit in

every endeavor. Her support, passion, and infectious enthusiasm have always made all

feel valued and appreciated. We deeply thank you for your compassion, commitment, and

the unique ability that encourages others to shine. This is a Trish’s tradition, which is

brilliantly reflected in her work and all she encounters. May we all embrace this tradition

through the power of the arts!

With appreciation and thanks,

Jennifer Keaton and Kirsten Mohring

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Table of Contents Section I

“You’re Timeless to Me” The Power of the Arts

Placing the Arts at the Heart 7

The Value of the Arts is as Simple as ABC 15

Integrated Arts Teacher Resources 16 Section II

“Welcome to the 60’s” Hairspray

Hairspray Synopsis 19

Baltimore Facts 20

Musical Numbers and Characters 21

Hairspray Resources 22

Section III

“It Takes Two” Lessons That Integrate Hairspray and the Arts

Integrated Arts Lesson Plan Template 26

Lessons

❖ I Can Hear the…Blues! 32

❖ Good Morning Baltimore 44

❖ The Nicest Kids in Class, A Civil Rights Lesson 62

❖ I Know Where I’ve Been 79

❖ Big Blonde and Beautiful…or Not 97

Additional Resources 112

Section IV

“Nicest Kids in Town” Contributions from Conference Presenters

“I Can Hear the Bells” Fusing Arts Integration and Diversity

Through Blues, Jazz and Poetry 116

“All Things Bright and Beautiful”

The HeART of Movement 122

“Mama, I’m a Big Girl Now” 124

Creating an Integrated Arts Curriculum for all Learners

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“You’re Timeless to Me”

The Power of the Arts

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Placing the Arts at

the Heart

Why All Students Need the Arts

Kirsten Mohring

Plymouth State University

22nd Annual Integrated Arts Conference

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The Power of the Arts The Key to Unlock Success for the 21st Century Student

First and foremost the arts are necessary and

contribute to our survival as human beings. There has

never been a culture on this planet that does not have

art. Arts are literately centuries of humans interacting

with their environment. They are a collection of skills

and thought processes that transcend all areas of human

engagement. They enhance cognitive growth, emotions,

and psychomotor pathways. The arts are how children

develop and interact with their world: singing, drawing,

acting, and dancing. Learning about different art forms

provides a higher quality human experience throughout

a person's lifetime (Kagan, 2009; Sousa, 2011).

The whole child needs to be educated which

includes the arts. An arts education is essential for

becoming an educated citizen (Baker, 2012). Students

are engaged at the highest levels when the curriculum is

relevant, integrative, and exploratory. Therefore the arts

are an effective tool to motivate students. Studying the

arts contributes to the development of 21st century skills such

as: imagination, creativity, problem solving, critical thinking,

communication, self-direction, initiative, and collaboration.

These are skills that children need in school and life

(Cornett, 2012; Sousa, 2011). The 21st century student must

frequently utilize their divergent or higher-order thinking

skills instead of convergent or lower-order thinking skills

(Sousa, 2011). Therefore, schools should be dedicated to

helping students think rather than just know.

The 21st century student needs to think beyond the

parameters of the three Rs, and include the three Cs:

creativity, communication, and collaboration. The arts can

effectively teach these skills, which involve communication

among the brain regions that do not normally interact with

each other during noncreative thinking. They allow students

to think outside the box, foster spontaneity, and self-

expression (Sousa, 2011). Thus, the arts can teach the whole

child; the hands, heart, and the mind (Cornett, 2011).

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“Creativity is allowing yourself to make mistakes.

Art is knowing which ones to keep”. Scott Adams

10 Reasons why the arts are necessary for every students

The arts have intrinsic value.

• Music, visual art, theatre, and dance help children

develop their creativity and ability to reflect. This

creativity and reflection go beyond the scope of

what core school subjects can provide (NAfME,

1994).

• Students become more perceptive of their world

by studying the arts. The arts foster human

development, expression, and communication

(Cornett, 2011).

• The arts create objects of beauty, persuading

students to invest their time to study and celebrate

all art forms (Kagan, 2009).

• Experiences in the arts nurture imagination and

creativity, both hallmarks of great thinkers and

leaders (Upitis, 2011).

The arts enhance the study of other

subjects. • To have knowledge in the arts is to have

knowledge in other areas of a standard curriculum. Music concepts such as rhythmic values and time signatures are equal to fractions. Patterns happen in music, visual art, science, dance, drama, and nature (Geist, Geist, & Kuznik 2012; Sousa, 2011).

• Arts integration creates a deeper understanding of

core academic content by allowing the student to fully

embrace and explore the complexities of an idea,

conflict, or situation. Where arts programs exist

overall academic performance is improved (Cornett,

2011).

• Researchers from Teachers College Columbia

University found significant relationships between

rich in-school arts programs and creative, cognitive,

and personal competencies needed for academic

success. Their research found:

o There was a need for pupils to figure out or

elaborate on ideas on their own.

o There was a need to structure and organize

thinking in light of different kinds of

experiences.

o Knowledge needed to be tested or

demonstrated in new and original ways.

o Learning involved task persistence,

ownership, empathy, and collaboration with

others (Burton, Horowitz, & Abeles, 1999).

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“We have only begun to invent what will be possible…Science

has opened the door, but artistry and imagination will take us

through it”.

Arts increase student achievement. o Participation in the arts can reduce /

eliminate discipline problems – these

problems diminish because students are

actively engaged. The arts then create a

positive and engaging school environment.

Attendance for students and teachers rise,

and parent involvement increases (Cornett,

2011).

o The arts foster a joy of learning, creating a

tangible and powerful experience. The arts

require students to imagine, create, and

reflect. Students develop verbal and

nonverbal abilities needed for success and

progress in an academic environment

(NAfME, 1994).

o The process of linking and generating knowledge

appears to be the critical factor that enhances

relationships between the arts and academic performance

in the Common Core generative disciplines (Baker,

2012).

o The arts require intellectual demands and problem

solving abilities that need higher-order thinking

skills such as: analysis, synthesis, and evaluation.

The arts help students decode, perceive, and

interpret our current technological world that uses

images and symbols to express ideas (Kagan, 2009;

Goldberg, 2006).

o Arts instruction complements basic reading

instruction, spatial reasoning, and organization.

Planning, self-direction, and self-assessment

improve. The arts boost the self-confidence among

the children who are behind in mastery of reading

and arithmetic (Kagan, 2009; Goldberg, 2006).

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Arts involve areas of the brain that utilize working memory,

cognition and emotions (Sousa,

2011).

Creativity involves communication among

the brain regions that

do not normally

interact with each other

during non-creative

thinking (Sousa, 2011).

How the Arts

Develop the

Young Brain

“The arts are just not

expressive and affective,

they are deeply cognitive.

They develop essential

thinking tools, pattern

recognition and

development; mental

representations of what

is observed or imagined;

symbolic, allegorical and

metaphorical

representations; careful

observation of the world;

and abstraction from

complexity” (Sousa,

2006).

“Success and achievement in the arts demands

engagement in the four fundamental creative practices of imagination, investigation, construction,

and reflection in multiple contexts. These meta-

cognitive activities nurture the effective work habits of

curiosity, creativity and innovation, critical thinking

and problem solving, communication and collaboration, each of which transfer to all aspects of

learning and life in the 21st century”(National

Coalition for Core Arts Standards, n.d.).

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“In art, the hand can never execute anything higher than

the heart can imagine”.

Ralph Waldo Emerson

Prepare students for success

in life and the workplace.

o Arts produce students that are

comfortable using a symbol

system, and create children that

can problem solve, use

analytical skills, work

collaboratively and have a

critical voice (Cornett, 2011).

o The intellectual methods of the

arts are precisely those used to

transform scientific discovery

into technology (NAfME,

1994).

o Employers and teachers look

for people that are imaginative

and creative, a tenant or

fundamental in any field. The

arts allow students to practice

those skills (NAfME, 1994).

Studying the arts can have

effects on the brain. o Early music training begins to

build the neural networks that

will later be used to complete

numerical and mathematical

tasks (Cox & Stephens, 2006).

o An interest in a performing art

leads to a high state of

motivation that produces the

sustained attention necessary to

improve performance and

attention in other cognitive

domains. Additionally, training

in acting appears to lead to

memory improvement through

the learning of general skills

for manipulating sematic

information (Gazzaniga, 2008).

o During the brain's early years,

neural connections are being

made at a rapid rate. Much of

what young children do:

singing, drawing, and dancing

are natural forms of art. These

activities engage all the senses

and wire the brain for

successful learning (Sousa,

2011).

Arts develop humanity o Dance, music, drama and visual

arts are basic, fundamental needs

to the human experience (Baker,

2012; Sousa, 2011).

o The arts are imbedded in history

and define the unique quality of

being human. The arts have been

part of us from the very

beginning. Since nomadic people

first sang and danced for their

ancestors, since hunters first

painted their quarry on the walls

of caves, since parents first acted

out the stories of heroes for their

children, the arts have described,

defined, and deepened human

experience (NAfME, 1994).

o Arts can offer a perception of

truth about a culture and

different periods of history. They

are a language of expression and

communication for people

throughout the world (Goldberg,

2006).

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Arts utilize creative practices that teach the whole child Achievement in the arts demands four creative practices: imagination, investigation, construction, and reflection. These skills are needed to be college and career ready. The arts are the cornerstone to unlocking this success, not the supporting role. Engaging in creative practices is the bridge to link each child with tools needed to be a creative, innovative, autonomous person that can achieve mastery and purpose in school and life. The environment created by using the arts to teach higher-order thinking and creative practices can develop a dynamic fusion that will give extraordinary opportunities for students to exercise their creativity through the artistic processes that will create synergistic, highly cognitive, motivated, dedicated, and inspirational 21st century citizen (National Coalition for Arts Standards, n.d.). Arts create and demand desirable character traits Educators and future employers want students to use Creative Problem Solving (CPS) in their endeavors in regards to their educational and professional journey. The arts can inspire discipline, dedication, perseverance, creativity, and technique. The arts develop self-esteem, self-discipline, cooperation, and self-motivation. Students gain coping mechanisms, and resiliency when faced with stress or adversity and can develop the persistence to overcome fear, frustration, and failure that can accompany creative endeavors (Burton, Horowitz, Abeles, 199; Kagan, 2009; Sousa, 2011).

a. Students gain coping mechanisms, and resiliency when

faced with stress or adversity.

Arts create active engagement. Arts based learning provide opportunities for metaphor, and creating personal and practical applications of knowledge. The arts allow critical thinking and imagination to emerge; this requires not only an active mind, but also a trained one. The arts enable students to make decisions in situations where there are no standard right answers. The arts are a vehicle to reach, motivate and teach all students regardless of their abilities. They are not reserved for the talented (Arts Partnership Education, 2005; Kagan, 2009; Goldberg, 2006).

The arts enable students to make decisions in situations where there are Arts empower teachers and students. The arts provide a wonderful environment for inclusion. The arts can help to deepen a teachers’ awareness of the abilities of her students, and provide various methods of assessment Studying the arts can teach social skills, teamwork, and cooperation through clubs, choirs, ensembles, neighborhoods, etc. The arts then create a community of learners. Thus, the arts give students the desire to learn, creating a society of life long learners (Cornett, 2011; NAfME, 1994; Sousa, 2011).

+ “The purpose of art is washing the dust of

daily life off our souls”.

Pablo Picasso

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References

A. (Ed.). (2005). Making a case for the arts: How and why the arts are critical to student

achievement and better schools. Arts Education Partnership.

Baker, R. A. (2012). The effects of high-stakes testing policy on arts education. Arts

Education Policy Review, 113(1), 17-25.

Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum

implications, champions of change: The impact of the arts on learning. Arts Education Partnership.

Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration

for classroom teachers. Boston, MA: Allyn & Bacon/Pearson.

Cox, H. A., & Stephens, L. J. (2006). The effect of music participation on mathematical

achievement and overall academic achievement of high school students.

International Journal of Mathematical Education in Science and Technology

Gazzangia, M. (2008). Arts and cognition findings hint at relationship. Learning, Arts, and the Brain The Dana Consortium Report

on Arts and Cognition, 5-7.

Geist, K., Geist, E., & Kuznik, K. (2012). The patterns of music: Young children learning

mathematics through beat, rhythm, and melody. Young Children, 74-79.

Goldberg, M. R. (2006). Integrating the arts: An approach to teaching and learning in

multicultural and multilingual settings. Boston: Pearson/Allyn and Bacon.

Kagan, J. (2009). Why the arts matter: Six good reasons for advocating the importance of

arts in schools. Neuroeducation: Learning, Arts, and the Brain, 29-36.

Learning in and through the arts: curriculum implications, champions of change: the impact

of the arts on learning.

National core arts standards: A conceptual framework for arts learning. (n.d.). National Coalition for Core Arts

Standards, 2-22.

National standards for arts education: What every young American should know and be able

to do in the arts. (1994). Reston, VA: Music Educators National Conference.

Upitis, R. (2011). Arts education for the development of the whole child. Elementary

Teachers’ Federation of Ontario.

Sousa, D. (2006). How the arts develop the young brain. The School Administrator, 63(11),

26.

Sousa, D. A. (2011). How the brain learns. Thousand Oaks, Calif. [u.a.: Corwin Press.

“This world is but a canvas

to our imagination”.

Henry David Thoreau

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The Value of the Arts is as Simple as ABC

In the publication Thirds Space: When Learning Matters, from the Arts Education

Partnership, researchers conducted a 3-year study that examined the impact of an arts-centered curriculum on school improvement. Here are their findings:

Learning in the Arts is ACADEMIC- Studying the arts contributes to the development of academic skills, including reading and language development and mathematics.

Learning in the Arts is BASIC- Arts learning experiences contribute to the development of certain thinking, social and motivational skills that are considered basic for success in general capacities of the mind, self-perceptions and social relationships.

Learning in the Arts is COMPRENHENSIVE- The arts create a learning environment

conducive to teacher and student success by fostering teacher innovation, a positive professional culture, community engagement, increased student attendance, effective instructional practice and school identity.

A. (Ed.). (2005). Making a case for the arts: How and why the arts are critical to student

achievement and better schools. Arts Education Partnership. Retrieved from: http://www.artsdel.org/ArtsEducation/MakingaCaseforArts.pdf

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Integrated Arts Teacher Resources

Arts Alive

ArtsAlive.ca is a performing arts educational website produced by the National Arts Centre in Ottawa, Ontario, Canada. The goals of ArtsAlive.ca are:

• To engage younger generations of Canadians in information, multimedia resources and activities pertaining to the performing arts, and

• To provide free performing arts-related primary and secondary resources to students, parents and teachers to aid them in learning about and teaching the topics presented.

http://www.artsalive.ca/en/ Arts Education Partnership

Dedicated to securing high-quality arts education for every young person in America. http://www.aep-arts.org/

Arts Integration Teachers

Resources for classroom teachers who use arts integration for academic success. Sort and

find lessons by grade level, academic subjects, or art integration form. http://artsintegration.com

http://artsintegration.com/portal/ College Board Advocacy & Policy Center

Arts at the Core: Empowering educational leaders particularly in under-resourced districts, to implement rigorous arts programming in their schools.

http://advocacy.collegeboard.org/preparation-access/arts-core Common Core

The Common Core strongly believes that works of art should play a starring role in every child’s education and in CCSS implementation. Free resources include professional development programs, curriculum guides, lessons, articles, blogs, and videos.

http://commoncore.org/art National Center On Universal Design for Learning

A comprehensive site about UDL. Find videos, advocacy pieces, guidelines, suggestions

for implementation, research, resources and community outreach. http://community.udlcenter.org/ PBS Learning Media

This a free source that contain many integrated arts lessons. Can search by grade levels, subjects, standards, and collections. http://www.pbslearningmedia.org/

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Scholastic -- Arts Integration Section

Many integrated arts units and lessons plans can be found on this site.

http://www.scholastic.com/teachers/collection/strategies-arts- integration The Art Walters Museum

Integrated arts lessons plans are sorted by level: elementary, middle, and high school. http://thewalters.org/integrating-the-arts/ The Kennedy Center: Arts Edge

Arts Edge is the Kennedy’s Center free digital resources for teaching and learning in, through and about the arts. http://artsedge.kennedy-center.org/educators.aspx

The National Endowment for the Arts

The National Endowment for the Arts is an independent federal agency that funds and

promotes artistic excellence, creativity, and innovation for the benefit of individuals and communities. http://arts.gov/

The President’s Committee on the Arts and Humanities

The President’s Committee bridges the interests of federal agencies and the private

sector, supports special projects that increase participation and excellence in the arts and humanities and helps incorporate these disciplines into White House objectives under our

Honorary Chair First Lady Michelle Obama. http://www.pcah.gov/

Young Audiences for Arts Learning

Their mission is to inspire young people and expand their learning through the arts. http://www.youngaudiences.org/