1. The presentation will begin soon ….

2. Arts Based Teaching Methods Tools for Pre-service Teachers to Engage Diverse Learners Dan Hechenberger Jaehwan Byun Dept. of Curriculum and Instruction Southern Illinois University Carbondale July 29, 2007

3. Sensory Exercise

4. Dramatic Soliloquy Hi Dan! Standardized tests!!! and NCLB!!! Bye-Bye~ Arts Based Teaching Method

5. 1.Introduction 2. Key Scholars & Their Research 3. Intent 4. Arts Based Teaching Model 5. Question and Answer Contents Arts Based Teaching Method

6. Introduction Why Arts as a Teaching Method? 1. 1.Teaching can be performed with such skill and grace that the experience can be justifiably characterized as aesthetic. 2. 2.Teachers [and Students] make judgments based largely on qualities that unfold during the course of action. 3. 3.The teacher ’ s [and Students ’ ] activity is not dominated by prescriptions or routines but is influenced by qualities and contingencies that are unpredicted. 4. 4.The ends teaching achieves are often created in process. (Educational Imagination, 1985) Elliot Eisner Arts Based Teaching Method

7. Introduction What is Arts Based Teaching? Works of ARTWORKS of art To compose To directTo writeTo paintTo conduct To sculptpaintingsoperaliteratureplayssongssculptures As A Designing class As A Class Itself Arts Based Teaching Method

8. Introduction What is Arts Based Teaching? Therefore, Arts Based Teaching has two meanings, as the arts do: First, Arts Based Teaching means the process of designing a teaching-learning environment. Secondly, Arts Based Teaching means the various artistic methods (from visual, auditory, performing, and literary arts), including critique, used and integrated by teachers in classroom instruction. Arts Based Teaching Method

9. The Gardner and Eisner Song: To the music of “ Guantanamera. ” Music by Jose Fernandez Dias, adapted by Pete Seeger & Julian Orban. In Rise Up Singing, ed. Peter Blood-Patterson. Bethlehem, PA: Sing Out Corporation, 1988. Let ’ s Sing! Refrain: Gardner and Eisner, I said now, Gardner and Eisner. Gardner and Eisner  Arts Integration on both, or on either. Verse 1: Howard Gardner played piano. Elliot Eisner taught visual art. They moved into theory, of education – it ’ s easy to see. Refrain (see above) Verse 2: Intelligence multiple for Gardner in theory; Eisner ’ s Arts in education is both sound and cheery. It ’ s like a foundation for sculpture so fine, and we can use it to build healthy minds. Refrain (see above) Arts Based Teaching Method

10. Key scholars & their research KEY SCHOLAR Contributions for Arts Based Teaching Model   Foundation   Teaching as an arts,   Arts integrated instruction Elliot Eisner See Eisner ’ s main idea See Eisner ’ s main idea   Foundation   Multiple intelligence Howard Gardner See Gardner ’ s main idea See Gardner ’ s main idea   Foundation   Reflective practice   Learning society Donald Schon ¨   Foundation   Arts as Experience   Aesthetics on Education John Dewey   Foundation   Constructivism   Project based approach   Spiral curriculum Jerome Bruner   Foundation   Constructivism   Zone of Proximal Development Lev Vygotsky   The concept of Critique Elisabeth Soep   Arts based method   Arts integration Jack Petrash Arts Based Teaching Method

11. Key scholars & their research Arts-Based Instruction supports cognitive growth. It heightens observation and furthers the development of higher order thinking by fostering a wide range of brain activity (Healy 1990, 125). It does this because it involves children on so many levels. Arts-Based Instruction should not be limited to guest specialists-dancers, painters, sculptors, and musicians- who come into the school and engage children in isolated artistic activities. Art can infuse all instruction- science, language arts, history, even math-especially in the elementary school. (Jack Petrash. 2002) Arts Based Teaching Method

12. Intent...arts integration, an instructional strategy that brings the arts into the core of the school day and connects the arts across the curriculum. Arts-integrated programs are associated with academic gains across the curriculum as reflected in standardized test scores, and they appear to have more powerful effects on the achievement of struggling students than more conventional arts education programs do (Rabkin & Redmond, 2004). Arts Based Teaching Method

13. Intent Working definition of Arts based Teaching Methods: Process oriented methods derived from the four realms of the arts: visual, auditory, performance, and literary. Critique, a method common to all of these artistic realms, is perhaps the most powerful of the many methods. Critique augments any of the other Arts Based methods, such as story telling, living history, role playing, script writing, directing, producing media, writing poetry or song, interpretation, singing or drawing. They can be used within any curriculum or academic approach. Arts Based Teaching Method

14. Intent Arts Based Teaching Methods are building block in the Arts Integration instructional strategy, where they are used together with group projects created by students, utilizing ongoing critique, and then presented to an audience beyond the classroom. Arts Based Teaching Method

15. Dancing

16. Arts Based Teaching Model Arts Based Teaching Method; Visual Arts Based Teaching Method; Auditory Arts Based Teaching Method; Performance Arts Based Teaching Method; Literary Critique Arts Based Teaching Method Arts Integrated Instruction

17. Explanation of Model Arts based Methods: Visual painting or drawing, sculpting, - visual arts Arts based Methods: Auditory singing, performing instrumental music, storytelling - auditory arts Arts based Methods: Performance acting, directing, costuming, stage designing, puppetry, Dancing, miming – performing arts Arts based Methods: Literary Poetry, lyric composition, and other creative writing - literary Arts Based Teaching Method

18. Critique is a specific form of assessment, marked by some defining qualities. It involves face-to-face interaction, in contrast to written evaluations offered after a piece of work is complete. When they are engaged in critique, students speak spontaneously about a given project, respond to feedback from others, and decide whether to modify their own aesthetic judgments in light of their critics ’ reactions. Critique is, in this sense, a kind of spontaneous argumentation, as students consider the quality of a work and present their evaluations directly to the artist, who then has the opportunity to respond. Arts Based Teaching Method Explanation of Model

19. Arts Based Teaching Methods are like water, which takes the shape of the vessel it is in (the vessel, in terms of teaching, is the lesson). Critique is a special arts based instructional method that is utilized from the beginning of the lesson to the end ― if it is to be used to its greatest potential. Arts Based Teaching Method Explanation of Model

20. Soliloquy Song Paper sculpture CritiqueTheBuildingofARTSBASED TEACHI NG METHO DS Visual art Auditory art Performing art Literary Critique

21. Discussion Q & A Arts Based Teaching Method

22. Finis The End 끝 ! 終 ! FINAŁ Fin Adios Amigos! Arts Based Teaching Method

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25. Multiple Intelligences Howard Gardner Back ground ’ s Image source:www.infoamerica.org/ teoria/gardner2.htm ¨ Musical LogicalMathematical Naturalist Interpersonal Intra-personal Visual, Spatial Linguistic,Verbal Bodily,Kinesthetic Back to slide Back to slide

26. References Eisner, E. (2002). The Arts and the creation of mind. New Haven: Yale University Press. ________(1985) Educational Imagination. New York: Mcmillan. ________(1985). Why art in education and why art education. In Beyond creating: The place for art in America ’ s schools, A Report by the Getty Center for education in the arts(pp. 64-69). U.S.: The J. Paul Getty Trust. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. ________(1993). Multiple intelligences: The Theory in practice. New York: Basic Books. Arts Based Teaching Method

27. Kertes, T. (2002, May). Stanford professor addresses 300 at conference on arts education in New Jersey. Education Update Online. Retrieved February 11, 2003. Learning Through the Arts. http://www.ltta.ca/ Retrieved April 12, 2006. Oddleifson, E. (1995, May 18) Boston Public Schools as arts- integrated learning organizations: Developing a high standard of culture for all. An address to the Council of Elementary Principals meeting Boston, MA Public Schools. Hingham, MA: Center for Arts in the Basic Curriculum. http://www.newhorizons.org/stategies/arts/cabc/oddleifson3.ht m Retrieved April 12, 2006. Petrash, J. (2002) Enlivening art through education. Encounter, 15. Rabkin, N. & Redmond, R. (2006, February). The Arts make a difference. Educational Leadership, 63, 60-64. Arts Based Teaching Method

28. Scanlon, J. (2006, February) Creativity  Reading, writing, and creativity. BusinessWeek Online. Accessed March 10, 2006. Shakespeare, W. (1972) The Complete signet classic Shakespeare. Silvan Barnet, ed. New York: Harcourt Brace Jovanovich. Soep, E. (2005, September) Critique: Where art meets assessment. Phi Delta Kappan, 87, 38-40;58-63. Tanner, F.A. (1972) Basic Drama Projects. 2nd Edition. Pocatello, Idaho: Clark Publishing Company Tapping into multiple intelligences. (2003) Retrieved February 11, 2003 from http://thirteen.org/edonline/concept2class/month1/#2 Arts Based Teaching Method

29. The purpose of ABTM(Arts based teaching method) is to more effectively let students learn by moving their heart. So, in the whole process of ABTM, teacher should consider every side of the subject, for example behavioral, cognitive, intellectual domain like Bloom 's taxonomy. But, in the actual class environment which ABTM is performed, teacher should consider one more side, namely, students ' mind domain. In that time, the stage is as follows; AISAS Taxonomy; Assimilation, Impression, Sympathy, A ttracting, Sensing. high stage low stage

30. Arts Based Instruction allows and encourages usage of all six levels of Bloom ’ s Taxonomy. How?

31. Underlying Philosophy Constructivism  Relativist ontology  Subjectivist epistemology  Hermeneutic methodology Humanism Arts Based Teaching Method

32. Syntax (elements) Fosters self-discipline Nurtures creativity Flexibility Cooperative Reflective Engages judgment Positive challenges Sense of accomplishment Appreciation of content discipline Experiential Arts Based Teaching Method

33. Social System Cooperative Adaptable Engages students who often resist participation Sometimes seems to be Controlled chaos Arts Based Teaching Method

34. Instructional Support system ABTM needs; To be modeled for the students Supportive atmosphere for the students Tolerance for individual student ’ s perspectives Appropriate space for arts activity Appropriate props or instruments Arts Based Teaching Method

35. Effects on Students Positive engagement in the lesson Builds confidence Nurtures expressive skills Fosters flexibility and tolerance Nurtures creativity Helps develop discipline stemming from within the arts method Higher level thinking Skill of critique Arts Based Teaching Method