Adapted from The John F. Kennedy Center for the Performing Arts’ Changing Education Through the Arts (CETA) model. 2002- PUSD entered partnership with the Kennedy Center, ASU Gammage and Mesa Public Schools 2004 – Desert Harbor chosen through application process to pilot arts integrated work 2005 – 4 teachers began arts integration pilot 2006 - ALL (Arts Leading Learning) name created 2007 – School-wide movement realized 2010 – Site visits began - California, Nevada, Higley, Litchfield, PUSD schools Desert Harbor - Arts Integration 4
Desert Harbor - Mission 5 The mission of our arts integration program is to impact student learning, teachers’ educational practice, and school culture by integrating the arts across the curriculum.
6 We believe that learning in and through the arts is beneficial for children. We believe in active engagement in learning. We believe information and learning is coherent for students when integrated. Desert Harbor - Core Values
7 Access a way of knowing and displaying their knowledge; drawing on multiple intelligences Build student’s self-awareness and personal skills required for success, such as planning, persistence, perseverance and time management Connect learning experiences to real world of work Desert Harbor – Student Goals
Site arts integration coaches model lessons/collaboration/feedback PUSD 3 rd -5 th grade teacher in-service 2011-12 Arts coaches summer school facilitators 2012 and 2013 PUSD New Teacher Induction Training 2012 State and national conference presentations Out of state consultation Parent Universities/Patron Tours Desert Harbor - Coaching and Outreach 8
Desert Harbor - Impact on Retention 10 5th grade Respiratory System (Content) 90 students in grade level 22 were taught the concept using movement (Arts) 78 were taught using traditional strategies
Desert Harbor - Impact on Retention 11 Results One Year Later Arts Integration Non- Arts Integration 50% scored 100%17% scored 100% 68% missed 2 or less37% missed 2 or less Class average: 79.3%Class average: 62% P.I. student average: 100%P.I. student average: 58% SLD student average: 78%SLD student average: 63%
Landscapes and Figurative Language – 5 th grade 13 http://americanart.si.edu/education/ activities/podcasts/
Foothills Fine Arts Academy 14 Operating since 2002-03 Three fold ideology Arts Academy – 5 th -8 th grade focused advanced studio work in Dance, Theater and Art. Students audition for placement into this program Arts Education - includes typical PUSD choir and Band experiences for 5 th -8 th graders; includes dance, theater, art and music experiences for our K-6 students Arts Learning – classroom use of arts learning strategies (arts integration, interdisciplinary arts, artful thinking, studio habits and teaching innovation)
Enrollment – Foothills Fine Arts Academy Current Home/ChoiceIn Dist.Out Dist.Total Enrollment Foothills Fine Arts Academy 435/20955589644 Dance AcademyTheater AcademyArt Academy Total Academy % In District % Out of District 5 th 6 th 7 th 8 th 5 th 6 th 7 th 8 th 5 th 6 th 7 th 8 th 144 77% 23% 1119119 185816178 FH 53% 504549 OTHER 47%
Enrollment- Foothills Fine Arts Academy 16 Academy Students – Theater, Dance, and Art
Increased student engagement Student satisfaction, higher self concept, motivation Students work at higher levels of thinking Retention and recall of important information Connections to literacy and numeracy Opportunities for creativity and innovation in curriculum Benefits of Learning In and Through the Arts 17
The Research- Arts and Learning SIL International 1999 JOHN DEWY Art comes from culture and vice versa, and it helps wake us up to what we’ve been glossing over HOWARD GARDNER From studying the arts he surmised important viability to enhance learning in school ELLEN WINNER AND LOIS HETLAND Wrote a controversial article based on their research with Howard Gardener’s Harvard Project Zero – Eight Studio Habits of Mind
Common Core – Link to Arts 19 Critical Thinking [Strategies to uncover meaning or assure their understanding] – Analyze (73) Evaluate (22) Problem Solve (18) Determine Point of View (15) Compare/Contrast (12) Follow (11) Sequence (9) Solve (8) Draw (7) Sort (5) Creative Thinking [Strategies that generate multiple answers to a set problem] – Associate, Hypothesize, Generate, Demonstrate (35) Create (26) Produce (17) Develop (41) Form (12) Complex Thinking – Challenge (2) Clarify (32) Find Central Idea (19) Determine (50) Research (33) Interpret (6) Find Theme (8) Comprehensive Thinking [Strategies that generate deep understanding ] – Verify (7) Determine Relevance (2) Infer Point of View (37) Understand (27) Read/Comprehend (20) Infer (10) Recount (9) Identify (8) Decode (6) Describe (2) Retell (5) Paraphrase (2) Communicative Thinking [Strategies that foster the communication of ideas] – Use Logic, Find Relevant Evidence, Use Technology Media (8), Write (31) Organize (17) Explain (11) Develop Projects (8) See Relationships (30) Present (12) J.A. Bellanca, R. J. Fogarty, B.M. Pete (2012) How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards. Solution Tree
Common Core- Mathematical Practices 20 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Common Core – Links to Arts 21 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Construct viable arguments and critique the reasoning of others Look for and make use of structure Use appropriate tools strategically Look for and make use of structure Look for and express regularity in repeated reasoning Make sense of problems and persevere in solving them
22 Professional Development Teaching Artist Residencies In-Classroom Modeling Workshops
Professional Development 23 2013 Quality Professional Development (post workshop surveys) 2013 Impact (6 Months later) 92% of teachers directly after PD sessions reported they were highly engaged as adult learners. 98% of teachers reported that they are using strategies after their PD experiences. 81% of teachers rated their PD experience as “high” in regards to meeting their own professional needs. 43% of teachers reported they are thinking about arts integration often. They have changed many of their approaches to teaching. 15% have changed practices dramatically. Common Core: 67% of teachers reported a “high” connection to arts learning and the ELA Common Core standards. Only 24% reported a “high” connection to Math standards. 50% of teachers mentioned that arts integration led to many or some collaborations with others. 78% reported they would use arts strategies in the near future. 60% of teachers reported that the use of arts integration has been a positive factor in their teacher evaluations.
Hubs for Arts Learning Replication Action Research Quantify student perceptions of arts learning. Partnerships with arts organization for teacher learning and student enrichment. Marketing Future Plans 24
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