1. Integrating through Animation
Kara Smith,
Language Arts
Wayne Tousignant,
Visual Arts
Terry Sefton,
Music
University of Windsor 1

3. Multidisciplinary vs. Transdisciplinary (Drake, 1998)
Importance of Embedded Curriculum (Innovation)
Modelling vs. Lecturing
The Animation Project
Through modelling grade 1-6 classroom activities, B.Ed. Students would be required to work through the process (and embedded content knowledge in Language Arts, Visual Art, Music, and Technology/Media) to create an animation. Marks would be awarded for process work.

4. (Ontario Arts Curriculum, 2009, p. 20)
The Creative Process
(Ontario Arts Curriculum, 2009, p. 20)
Ideas Underlying the
Arts Curriculum:
Developing Creativity
Communicating
Understanding Culture
Making Connections
The conceptual framework for the course was based upon the ‘creative process’ outlined in the 2009 Arts curriculum.

5. Imagining and Generating Exploring and Focusing
Evolution of the Project through Visual Arts Methodology
Challenging
And
Inspiring
Imagining and Generating
Exploring and Focusing
Producing
Preliminary
Work
Revising
Refining
Past integrations between Language and Visual Arts were piloted with “The Stick Project” and “The Suitcase Project”. 5

6. The “Stick Project” Exhibition

7. Main Topic From: Lee Bird Section 4 on 09/29/07 at 12:12 PM
Subject:
From: Lee Bird Section 4 on 09/29/07 at 12:12 PM
Subject: The life history of my stick
I just wanted to tell everyone a little bit about my stick. My stick was given to me from David Makkituq, an Inuit artist. You see, I used to live in Nanavut for about 2 1/2 years. The stick began as a hockey stick that David cut up and made into a kakivak. This fish spear sat in my house for a while. When this project started I could not find a stick that I thought would be neat or interesting to use. Then I came across the kakivak. So, now this kakivak has changed considerably already. It has been painted blue and has buttons glued to it. I am just wondering how else I could change it's present state.
Response
From:
RE:
Response
From:
RE:
Response
From:
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8. Evolution of the Project through Visual Arts Methodology
Inspire
Brainstorming Ideas
Cartooning
Animation
Digital
Imaging
As teacher candidates were developing and refining their animation storyboards in language arts, they were connecting to developing a background/foreground for filming in visual arts, and learning how to develop cartoon strips, character expressions, etc… through visual arts to further their narrative or commentary visually. 8

9. Building Conceptual Skills
Evolution of the Project through Visual Arts Methodology
Building Conceptual Skills
Investigate
Manipulate
Exhibit
Critique 9

11. The Visual Arts Connection
Gesture
Drawing
Story Boarding
and
Cartooning
Ongoing content learning in language and visual arts through animation
Connecting
Points in
Visual Arts
Visual Arts connected with “the Animation Project” in the following two ways (above).

12. Evolution of the Project through
Language Arts
DRAs,
IRIs
Read Alouds
Shared Reading
Guided Reading
Independent Reading/ Gallery Walk
Daily Classes:
Animation Model
Reading Strategy Model
Negotiated TACK Assessment
Practice and Exploration of Reading Strategy
Peer, Group, or Mentor Feedback
Creative Process: Reading
The content used to model each reading strategy and assessment was animation, storyboards, graphic books and novels (Gr.1-6).
(Show Course Outline.)

13. The Project in Language Arts
Evolution of the Project through
Language Arts
Brainstorming Ideas
(Inquire, Think)
Drafting, Organizing Ideas (Know, Inquire)
Producing Preliminary Work for Feedback and Revision (Communicating, Thinking)
Self, Peer Editing (Conventions, Sentences, Communication) before Presentation
Daily Classes:
Animation Model
Step in Writing Process - Model
Negotiated TACK/6 Traits Assessment
Practice and Exploration of Writing Step
Peer, Group, or Mentor Feedback
Creative Process: Writing
Generating Prewriting Ideas
The content used to model each step in the writing process and ‘six traits’ was taken from animations, storyboards, graphic books and novels (Gr.1-6), using all the forms of writing, including description, persuasion, exposition, narration.

14. The Music Connection Connecting Points in Music
Feedback -Learning how to integrate sound
Assessment - which ‘lessons’ in animation teach music?
Ongoing content learning in language and visual arts through animation
Connecting
Points in Music
There are several constraints to integrating within an established institutionalized setting:
Instructors depend upon course evaluations for tenure and promotion (integrating requires risk).
Institutions and students still view courses as separate entities without any cross-curricular connections.

15. 2009 Pilot with Music Music Bulletin Boards Visual Arts Performance
Production
As teacher candidates were developing and refining their animation storyboards in language arts, they were connecting to developing a background/foreground for filming in visual arts, and learning how to develop cartoon strips, character expressions, etc… through visual arts to further their narrative or commentary visually. 15

16. Teacher Candidates’ Reflections during Process
Brainstorming & Organizing
Revising and Peer/Instructor* Feedback
Presentation and Feedback
“Can’t see how what we’re doing in Language is connected to Art or Music”
“I just want some practical things I can actually use in my practicum, not all this other stuff” (Q)
“This can be like a template for a lot of different topics”
“I now realize how powerful song, music can be to tell the story – it’s everything!”
“I want to learn how to make scenes and transitions go smoother [between slides]”
“I want to get timing right” “to crop my pictures with more facial expressions”
*Wayne’s intervention and more connections in visual art.
(Q) Question: What should we be providing as teacher educators? The relevant learning that they are ready for, or innovative learning that will be a part of future classrooms? Can we do both?
“I had an interview with TDSB and this had nothing to do with my questions” (Q)
“I learned more about technology here than anything else I have done all year!”
“I can’t believe how professional they look!”

17. Diversity & Innovation
Players’ Reflections
Concentration on process and peer exhibition results in
Detailed, diverse projects
Need to make teachers conscious of cross-curricular applications
Diversity & Innovation
Institutional Assessments
Government Assessments
Candidate Resistance to Change
Constraints
Motivates
Increases Level of Performance through Competition
“Is it plagiarism?”
Peer Exhibition
Institutional Constraints: Ph.D., Timetabling, Course Evaluations for PTR.
Government Constraints: Emphasis on traditional ‘reading and writing’ /EQAO to raise literacy/numeracy scores.
Teacher Candidate Bias: Deeply rooted views of ‘English’, traditional subjects, and job performance; resistance to change.

18. References
Tousignant, W., Salinitri, G., Stanley, D. & K. Smith. (2008). Negotiating shared understandings of our work through a collaborative curriculum: exploring the experience of creativity in cross-discipline visual arts projects. Invited paper for the Society for Teaching and Learning in Higher Education (STLHE), Canada.
Tousignant, W., Salinitri, G., Stanley, D. & K. Smith. (2008). Negotiating shared understandings of our work through a collaborative curriculum: Exploring the experience of creativity in cross-discipline visual arts projects. Celt: Collected Essays on Learning and Teaching, Chapter 7, Vol.1: