Amplify the Arts 101: Arts Integration Collaboration Presenters: Dr. Wendy Perry & Mrs. Erin Warner

Arts Integration Arts integration involves instruction combining dance, drama, visual arts, creative writing and music with academic subject matter (Southeast Center for Education in the Arts, 2009). There are numerous studies which demonstrate that instruction that is culturally responsive or congruent is likely to lead to better student outcomes (Gay, 2000 & Catterall, 2002).

Definition of Terms Integrating the arts in the curriculum-instruction in which arts-related concepts and activities are infused with other academic areas (Center for the Applied Research and Educational Improvement, 2003). School culture-1. includes the obvious elements of schedules, curriculum, demographics, and policies, as well as social interactions that occur within those structures and give a school its look and feel as “friendly,” “elite,” “competitive,” and “inclusive” (Raywid, 2001). 2. School Culture also involves a group’s shared beliefs, customs, and behaviors (Raywid, 2001).

Arts Integration and School Culture Studies have found that school culture affect learning and the ability of schools to effectively improve schools (National Center for Research,1989; Pink and Norbit, 2004). Marzano (2003), advises schools to take a proactive approach to establishing a professional culture defining norms and ensuring that teachers can engage in meaningful professional development with a focus on improving classroom instruction.

Arts Integration and Student Attitudes Toward Learning Positive changes in the attitudes among teachers who integrate the arts into their teaching practice encompass fruitful lines of inquiry(Deasey, 2002). Teacher student relationships are improved as a result of arts-rich schools(Burton,2001).

Amplify the Arts and Collaboration Enhance school culture and learning through collaboration among the classroom teacher and one or more of the following: visual arts teacher music teacher Dance teacher Drama teacher Teaching artist School and community Grade levels/PLC and specialist/magnet teachers Whole school collaboration(special events and arts initiatives)

Arts in Education Scavenger Hunt Participants will circulate the room to obtain signatures of peers according to their affiliation with arts in education.

Instructional Strategies~Theme: Rain Forest Literary Text by Henri Rousseau Performance Task: Puppetry Arts (readers theater) Create forest animal puppets to reinforce comprehension and understanding of story elements. Create a puppet show. Reading Create illustrations representing the sequence of events. Reading Make a diorama of animals and plants found in a rainforest. Science Poetry- Write a poem or a rap song describing events in a story.ELA Origami- Create an origami. Math(geometry concepts)Visual Arts

Arts Integration and Common Core Standard: Reading Informational Text (Henri Rousseau) Getting to Know the Worlds Greatest Artists 3.RIT.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RIT.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when why and how key events occur). Writing 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations to address comprehension skills. SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Integrating the arts and Social Studies Standard: Identify geographic locations Essential Question: How can students identify geographic features of a rainforest? Task: Read aloud non-fiction text and generate discussion on plants and animals found in a rainforest. Have students’ illustrate map and label the rainforest locations.(Have students use key terms to explain rain forest locations)

Instructional Flow Chart/ Connecting Core Subjects Rainforest ELA Science Drama Reading Visual Arts Music Dance Social Studies Math Common Core Standards

Thank you for Attending! Presenters contact information: Dr. Wendy Perry Erin Warner

References Deasey, R. (2002). Critical Links: Learning in the arts and student achievement and social development. Washington, DC: Arts Education Partnership. Gay, L. (2000). Educational research: Competencies for analysis and application (8th ed.). Upper Saddle River, NJ: Prentice Hall. Glynn, S., & Koballa, T. (2006). Student motivations and attitudes: The role of affective domain geosciences learning. Northfield, MN: Carleton College. Marzano, R.J. (2003). What works in schools: Translating research into action? Alexandria, VA: Association for Supervision and Curriculum Development (60). Pink, L., & Norbit, M. (2004). School size, school culture, and student performance: Retrieved from Raywid, M. (2001). Viewpoints: Small by design: Resizing America’s high schools. Educational Leadership 74(3), Southeast Center on Educational Arts, (2009). University of Tennessee. Retrieved from Burton, J. (2001). Art and art education faculty: Creative and mental growth (3 rd ed.). New York, NY: Prentice. Center for Applied Research and Educational Improvement. (2003). Integrating arts in the curriculum. Retrieved from