# Reading, Math, and Science in the Arts Classroom Effective Strategies for Teaching Non-Art Anchors.

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Reading, Math, and Science in the Arts Classroom Effective Strategies for Teaching Non-Art Anchors

Purpose To demonstrate the use of reading, math, and science anchors connected to arts instruction To offer applicable and effective strategies for including reading, math, and science instruction in the arts classroom

Referencing Standards keyarts.wikispaces.com “Resources” (left menu) Arts and Humanities Standards “the anchors can be found here” use this link –Reading, Math, Science

Math Standards (anchors) M.A – Numbers & operations M.B - Measurement Ruler, protractor, compass M.C - Geometry Area, volume, shape properties M.D – Algebraic concepts M.E. – Data analysis & probability Arts & Humanities Standards 9.1 Production, Performance 9.3 Critical Response Materials & methods, Elements/Principles 9.2 Historical / Cultural Context 9.4 Aesthetic Response Science Standards (anchors) S.A - Nature of Science Setting up experiments S.B. – Biological Sciences S.C. – Physical Sciences S.D. – Earth Sciences Reading Standards (anchors) R.A – Comprehension and Reading Skills R.B – Interpretation & analysis of Fiction & Non-fiction Reading, Science & Math CATEGORIES Keyarts.wikispaces.com

ASSESSMENT ANCHOR S4.A.1 Reasoning and Analysis ELIGIBLE CONTENT S4.A.1.1 Identify and explain the application of scientific, environmental, or technological knowledge to possible solutions to problems. Reference: 3.2.4.A, 3.2.4.C, 3.8.4.C S4.A.1.1.1 Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (e.g., a scientific fact can be supported by making observations). S4.A.1.1.2 Identify and describe examples of common technological changes past to present in the community (e.g., energy production, transportation, communications, agriculture, packaging materials) that have either positive or negative impacts on society or the environment. S4.A.1.3 Recognize and describe change in natural or human-made systems and the possible effects of those changes. Reference: 3.1.4.C, 3.1.4.E, 4.7.4.B, 4.8.4.A, 4.8.4.C S4.A.1.3.1 Observe and record change by using time and measurement. S4.A.1.3.2 Describe relative size, distance, or motion. S4.A.1.3.3 Observe and describe the change to objects caused by temperature change or light. S4.A.1.3.4 Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else). S4.A.1.3.5 Provide examples, predict, or describe how everyday human activities (e.g., solid waste production, food production and consumption, transportation, water consumption, energy production and use) may change the environment. S4.A The Nature of Science Reporting Category

Reading in the arts Part One

Why Read? Robert Marzano says the best schools involve students in a program of wide reading that emphasizes vocabulary development; Reading opportunities each day in different subject areas more than double a students’ exposure to vocabulary words.

How do I get students to understand what they read? If students are to understand content area readings, they must imPRES. –Predict –Retell –Explain (clarify) –Summarize These four steps help to create engaged students!

Effective Strategies to aid student comprehension Anticipation guides Cloze reading passage for comprehension and vocabulary development (leaving blanks) Word activities and cooperative learning –Word walls –Semantic webs and word sorts (roots & languages) Paraphrasing

Anticipation & Vocab guide- examples What I Know What I think I might know – not sure of. Questions that I would like to know the answers to.. Use when listening to music, watching dance, or observing visual art pieces. VALUE means: Start with lighter shades here. Smooth hatched cross/hatch creative Value is relative: Light is reflected off objects. Shading is: Chiaroscuro is: Layer marks. Distance marks – closer or farther apart. Charcoal smears well. An eraser can be used to ‘draw’ a line. Reading: The visual Experience, 2 nd Edition, Chap. 6, pgs 56-61

Framework for lesson planning Before During After Reading Before Reading –Activating background knowledge –Setting a purpose for reading –Predicting text content –Reviewing and clarifying vocabulary

During Reading –Establish the purpose for each part of the reading –Self-monitoring – (notes, idea sketches) – vocabulary clarification –Visualizing – (dance moves, vocal/instrumental sounds, imagery) –Summarizing --Identifying and clarifying key ideas –Questioning self – finding relevancy and relationship to the arts application.

After Reading –Assessing if purpose of reading was met –Paraphrasing important information –Identifying the main idea and details –Making comparisons –Connecting – relevancy to your class –Drawing conclusions –Summarizing –Analyzing – USING this information in class or project

Pillow Project--Symbol as Proverb This symbol represents the idea that one must take from the past what is good and bring it into the present in order to make positive progress through the benevolent use of knowledge. It can be represented by a bird with its head turned backwards taking an egg off its back. Sankofa is actually an Akan word meaning go back and take. Sanko- go back, fa- take. This idea has since been adopted by other tribes in the area and other cultures around the world. Students read explanations for many symbols. – Akan, Ukranian, Native American

keyarts.wikispaces.com R11.A.2.1 Identify and apply meaning of vocabulary in nonfiction R11.A.2.4 Identify and explain main ideas and relevant details in nonfiction Vocabulary identified was placed on a word-wall. Related/similar symbols were grouped

R.11.A.2.5 Summarize a nonfictional text as a whole. Use paraphrasing to –Assess understanding –Draw conclusions –Connect learning I had students Choose five symbols from the reading- sketch & paraphrase their meaning. Create their own symbols (3) (visual arts) – synthesize meaning Write about the meaning of their personal symbols Use their symbols in a pillow design (batik technique) Orally explain the symbolic relationships to the class.

For the music class Notes are a symbol system- an alphabet. Their placement is meaningful on the staff, and spacing is meaningful. Reading this new language, as well as about its development. VOCABULARY

For the Dance or theatre class Body positions Body placement in relationship to others, or on stage. VOCABULARY dance history – Martha Graham stage craft – the Globe

"The language arts - Reading, Writing, Speaking and Listening - are unique because they are processes that students use to learn and make sense of their world. Students do not read "reading"; they read about history, science, mathematics and other content areas as well as about other topics for their interest and entertainment. Similarly, students do not write "writing"; they use written words to express their knowledge and ideas and to inform or entertain others. Because of the unique nature of the language arts, all teachers in the school will use the Reading, Writing, Speaking and Listening standards. From the Pennsylvania Code, Title 22, section 4.83 Why Reading and Writing?

Science in the Arts Part Two

Keyarts.wikispaces.com Arts and Humanities Standards 9.1 Production, Performance 9.3 Critical Response Materials & methods, Elements/Principles 9.2 Historical / Cultural Context 9.4 Aesthetic Response Science Standards (anchors) S.A - Nature of Science Setting up experiments S.B. – Biological Sciences S.C. – Physical Sciences S.D. – Earth Sciences

Four by Five foot canvas panels – Illustrating the effects of gravity and force on paint… Five Third Grade classes used sponges, balls, mops, turkey basters, and more – never touching the canvas, but allowing gravity to work for them.

Science Fair Art Students created these group images with the art teacher. In regular class, students set up experiments holding eye droppers at different heights and then allowing paint to drip – studying gravity. They then measured the splat differences and graphed the results! And then ‘named’ the art… Brucie Holler: Hilton Head, South Carolina

S4.A.1.3 Recognize and describe change in natural or human-made systems and the possible effects of those changes. Reference: 3.1.4.C, 3.1.4.E, 4.7.4.B, 4.8.4.A, 4.8.4.C S4.A.1.3.1 Observe and record change by using time and measurement. S4.A.1.3.2 Describe relative size, distance, or motion. S4.A.1.3.3 Observe and describe the change to objects caused by temperature change or light. S4.A.1.3.4 Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else). S4.A.1.3.5 Provide examples, predict, or describe how everyday human activities (e.g., solid waste production, food production and consumption, transportation, water consumption, energy production and use) may change the environment. ASSESSMENT ANCHOR S4.A.1 Reasoning and Analysis ELIGIBLE CONTENT S4.A.1.1 Identify and explain the application of scientific, environmental, or technological knowledge to possible solutions to problems. Reference: 3.2.4.A, 3.2.4.C, 3.8.4.C S4.A.1.1.1 Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (e.g., a scientific fact can be supported by making observations). S4.A.1.1.2 Identify and describe examples of common technological changes past to present in the community (e.g., energy production, transportation, communications, agriculture, packaging materials) that have either positive or negative impacts on society or the environment. S4.A The Nature of Science Reporting Category

ASSESSMENT ANCHOR S4.C.3 Principles of Motion and Force ELIGIBLE CONTENT S4.C.3.1 Identify and describe different types of force and motion resulting from these forces, or the effect of the interaction between force and motion. Reference: 3.4.4.C, 3.6.4.C, 3.2.4.B S4.C.3.1.1 Describe changes in motion caused by forces (e.g., magnetic, pushes or pulls, gravity, friction). S4.C.3.1.2 Compare the relative movement of objects or describe types of motion that are evident (e.g., bouncing ball, moving in a straight line, back and forth, merry-go-round). S4.C.3.1.3 Describe the position of an object by locating it relative to another object or a stationary background (e.g., geographic direction, left, up). S4.C Physical Sciences Reporting Category Percussion: Gravity plays a role – in timpani you work with it. Force variations change sound. Think DANCE!

S4.C.2.1 Recognize basic energy types and sources, or describe how energy can be changed from one form to another. Reference: 3.4.4.B, 3.4.4.C S4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, heat, electrical). S4.C.2.1.2 Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery to light a bulb or run a fan). S4.C.2.1.3 Recognize or illustrate simple direct current series and parallel circuits composed of batteries, light bulbs (or other common loads), wire, and on/off switches. S4.C.2.1.4 Identify characteristics of sound (e.g., pitch, loudness, reflection). ASSESSMENT ANCHOR S4.C.2 Forms, Sources, Conversion, and Transfer of Energy ELIGIBLE CONTENT S4.C.2.1 Recognize basic energy types and sources, or describe how energy can be changed from one form to another. Reference: 3.4.4.B, 3.4.4.C S4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, heat, electrical). S4.C.2.1.2 Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery to light a bulb or run a fan). S4.C.2.1.3 Recognize or illustrate simple direct current series and parallel circuits composed of batteries, light bulbs (or other common loads), wire, and on/off switches. S4.C.2.1.4 Identify characteristics of sound (e.g., pitch, loudness, reflection). Science, grade 4, category C Acoustics – Sound travels in waves Phasing delays in marching band When tuning a guitar – sound travels in waves – No waves = in-tune. Dance Music

Standards & anchorsContent IndicatorsProcess Indicators S4A.1.3.1 – observe and record change by measurement S4A Students recognize and predict resulting changes that gravity and height create in dripping paint. S4A Students design & execute a scientific study where they measure splat diameters from varying heights. Students analyze and compare results.

Music, Dance, Visual Arts & body systems

Math in the arts Part Three

Keyarts.wikispaces.com Math Standards (anchors) M.A – Numbers & operations M.B - Measurement Ruler, protractor, compass M.C - Geometry Area, volume, shape properties M.D – Algebraic concepts M.E. – Data analysis & probability Art and Humanities Standards 9.1 Production, Performance 9.3 Critical Response Materials & methods, Elements/Principles 9.2 Historical / Cultural Context 9.4 Aesthetic Response

Right Angle Triangles Connect Creating Star forms ORIGAMI Geometric Shapes make complex color wheels

ASSESSMENT ANCHOR M6.B.2 Apply appropriate techniques, tools and formulas to determine measurements. ELIGIBLE CONTENT M6.B.2.1 Choose or use appropriate tools and/or units to determine measurements within the same system. M6.B.2.1.1 Use or read a ruler to measure to the nearest 1/16 inch or millimeter. M6.B.2.1.2 Choose the more precise measurement of a given object (e.g., smaller measurements are more precise). M6.B.2.1.3 Measure angles using a protractor up to 180  - protractor must be drawn - one side of the angle to be measured should line up with the straight edge of the protractor. M.6.B Measurement Reporting Category Math, Grade 6 Keyarts.wikispaces.com (academic standards & anchors)

Origami Envelope Concentrating on Fractions

1/4 1/8 ELIGIBLE CONTENT M4.A.1.1.1 Write the fraction or decimal, including mixed numbers, which corresponds to a drawing or set – no simplification necessary. M4.A.1.1.2 Create a drawing or set that represents a given fraction or decimal, including mixed numbers. Cut different sizes and colors or paper, Have students arrange in rhythms.

Measuring Angles Looking at local maps M6.B.2.1.3 – Eligible Content- Measuring Angles

Hundertwasser- “ Eyebalance #5” Kandinsky – Contrasting sounds Composition VIII Mapping movements on a field, or in dance. Artist Kay Rosen – using grids to visually map songs

Standards & anchorsContent IndicatorsProcess Indicators M.6.B.1 Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems and processes of measurement. M.6.D.1 Demonstrate an understanding of patterns, relations and functions. M.6.B.1 Students will understand how to create scale models. M.6.D.1 Students will predict the timing of future cultural changes by examining past trends. M.6.B.1 Students will create a scale model of the class timeline to be presented in the room students decide their scale (e.g. 1 foot =100 years). M.6.D.1 Students will analyze the pattern of past significant cultural events & predict the year when a significant future event might occur. Taken from : keyarts.wikispaces.com Resources –Sample Units of Study, Governor’s Institute (GIAE 2008), Unit F

Reflection and Rotation of a Circle Dissection Vocabulary –Circumference –Radius –Diameter –Vertex –Angle measures –Positive/Negative Tools Used -Compass -Protractor

“ Medieval Books ” School Arts Magazine, Davis Publications, January, 2005

Stained glass Yarn painting Dance choreography Marching sections Musical cannons and repeats

Reflexive Mirroring Skills Dance and Music – using the whole body !

Phrasing, repetition and pattern – both musically and visually in music scores. ELIGIBLE CONTENT M6.D.1.1.1 Create, extend or find a missing element in a pattern

Volume of art forms David Smith Balance Symmetry Asymmetry Form Construction Assembly Human pyramid Eligible Content M11.B.2.2.2 Calculate the volume of prisms, cylinders, cones, pyramids and/or spheres. Formulas are provided on the reference sheet.

Basic Ruler Measuring Creating Grids for pillow designs 4” x 4” squares Lesson from Gov. Inst. 2006

VISUAL SIGNS in the Arts Classroom Making the Natural connections Word Walls for VOCAB Parallelogram circumference Radius

Remember these: www.keyarts.wikispaces.comwww.keyarts.wikispaces.com (lessons, standards/anchors) www.artscienceresearchlab.org/ www.mathinmotion.org www.mathinmotion.org (origami) Additional lesson ideas at Keyarts.wikispaces.com (2008 GIAE faculty presentations) Reading and math strategies diwilkin@gmail.com __________________________________________

Your ‘To Do’ List Continue finalizing your rubric Familiarize yourself with reading, and math anchors (keyarts.wikispaces.com) Identify READING and MATH anchors in your content and process indicators and list them in the Standards & Anchors column (left column) on your lesson plan grid. By Feb 1 st, 2009

Reading, Math, and Science in the Arts Classroom Effective Strategies for Teaching Non-Art Anchors Diane Wilkin PAEA Secondary Division Director Fine and Performing Arts Department Harry S Truman High School, 3001 Green Lane, Levittown, PA 19057 215.547.3000 diwilkin@btsd.usdiwilkin@btsd.us diwilkin@gmail.com January 2009 English / Reading Components contributed by James L. Hausman III South Fayette High School, 3640 Oakdale Road, McDonald, PA 15057 412.221.4542 x8-678# jhausman@southfayette.org Pennsylvania Department of Education Intermediate Unit on-line workshop Adapted from a presentation at PDE Governor’s Institute for Arts Educators - Summer 2008

Standards and Anchors Content IndicatorsProcess Indicators