Top Banner
Integrati ng Visual Arts By Shelley Durling Integrat ing Visu al rts
28

Integrating Visual Arts

Feb 24, 2016

Download

Documents

Ronda

Integrating Visual Arts . By Shelley Durling. What is arts Integration? We need a shift in our attitude towards instruction in the arts as a part of the curriculum and not an “add on”. . Why Integrate the Arts ?. Critical Thinking. Problem Solving. Motivation. Differentiation. - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Integrating Visual Arts

Integrating Visual Arts

By Shelley Durling

Integrating

Visual

Arts

Page 2: Integrating Visual Arts

What is arts Integration? We need a shift in our attitude towards instruction in the arts as a part of the curriculum and not an “add on”.

Page 3: Integrating Visual Arts

Why Integrate the Arts ?

Problem SolvingMotivation

Teacher Engagement

Increases Attendance

Curriculum

Critical Thinking

Interpretation

DIFFERENTIATION

Learning Styles

Increased Test ScoresManagement

Right Brain Creativity

SELF ASSESSMENT

Gradual Release Model

Articulation

Page 4: Integrating Visual Arts

Ideas to Integrate the Visual Arts

These ideas all came from Artsedge. I have printed out some lessons from the site. Each lesson has links to related sources.• When writing haiku poetry, also look at Chinese culture and illustrate the poetry with Chinese inspired art works.• Compare versions of the Cinderella story (Egyptian, Chinese, and American) and integrate the visual arts.• Make a rain stick and accompany a traditional rain making song when studying Africa.

Page 5: Integrating Visual Arts

Listen to the windNature flows over and pastPeople standing still

Haiku Poetry

Page 6: Integrating Visual Arts

African culture

Page 7: Integrating Visual Arts

Cinderella Comparisons

Page 8: Integrating Visual Arts
Page 9: Integrating Visual Arts

George CatlinMáh-to-tóh-pa, Four Bears,Second Chief, in Full Dress 1832

5 W’s and an H

Artworks are primary resources in the same way that letters, diaries, and other textual sources are. Historical context is extremely important to the “reading” of these resources. To get the whole picture, select a work of art and assign your students to research the answers to the simple questions: who, what, when, where, why, and how.

Quick and easy ways to add art to lessons ...

Page 10: Integrating Visual Arts

Observation vs. Interpretation

Teaching the skill of observing details and then inferring to interpret and formulate a conclusion is key to critical

thinking.

Observation Interpretation aboriginal symbols in hill making a statement about the tie

between native peoples and the land.

people in white coats

Conclusion: Uses art to magnify stupidity

Page 11: Integrating Visual Arts

Inquiry Planning for Integration• Great for split grades.• Original question generates new questions and new

learning opportunities.• Can be done as whole group to start.• With the gradual release model, small groups then

work on specific questions and become the “experts”.• Jigsaw approach and addresses all learning styles .• Questions often begin around social studies or science

expectations but can also focus on the arts.• Integration of the arts has been proven to improve

engagement and raise testing scores.

Page 12: Integrating Visual Arts

Grade 2 Grade 3 Question

Heritage and Citizenship – Traditions and Celebrations

Big Ideas: Canada has people from

a variety of cultures Various cultures have

different beliefs which influences their traditions and celebrations

HC – Early Settlements in Upper Canada

Big Ideas: Early settlers had to adapt

to their new environment and learn how to use available resources to live

The time period in which you live influence community values and culture

How does culture affect the way people live?

(Start with student culture – then go to specific cultures past and present – eg. first nations in 1800, white people in 1800’s Canada, European’s in 1800’s, present day cultures in Canada)

Role: Museum Curator , Archeologist,

Culminating Activity – Create a piece for an exhibit, or gallery showing your learning.

Canada and World Connections – Features of Communities around the World

Big Ideas: The world is made up of

various countries, continents and regions all with their own similarities and differences

People from around the world interact with each other in various ways.

CWC – Urban and Rural Communities

Big Ideas: All communities in the world

are either urban or rural and must interact with each other.

Urban and rural communities have distinct characteristics some of which are similarities and some are differences

Are some communities better than others? What makes a community a good place to live? (Start with a look at your own community – learn about communities in Canada and around the world)

Role: Travel Agent, Advertising – Tourism

Culminating Activity – create a tourism kiosk to show what the community you studied is all about – Students go around with their passports and places they like to go they get stamped.

Grade 2/3 Social Studies Example

This inquiry was co-designed with Erin Poulin

Page 13: Integrating Visual Arts

Melanie Bilenker

Pioneer/Traditions & Celebrations HAIR ART

Page 14: Integrating Visual Arts

Pioneer/Traditions & Celebrations CORN HUSK ART

Page 15: Integrating Visual Arts

Examples From Book 365 Things To Do With Paper and Cardboard

MAPS

Page 16: Integrating Visual Arts

Examples From Book Classroom Art

Page 17: Integrating Visual Arts

These could both generate new questions and more learning

1• How does culture affect the way

people live?• Birthday (gr.2) with Adapting to

environment (gr.3) HAIR ART

2• What could we use today

to make art if we had the same boundaries to work with? (Something we readily have that does not cost much to make)

• RECYCLED/TRASH ART

3 •What would future archeologists interpret from our artifacts?• WRITTEN/SPOKEN PIECE TO ACCOMPANY ART

1• What makes a

community a good place to live?

• World communities (gr.2) with Urban and Rural (gr.3) MAP

2• What are the similarities

and differences between Canada and China/Africa...?

• POTTERY, (art galleries)

• SHOES or STRUCTURES

3• How does the culture and

community affect the art produced?

• MASKS with a kiosk display

Page 18: Integrating Visual Arts

ASSESSMENT IDEAS

Page 19: Integrating Visual Arts
Page 20: Integrating Visual Arts
Page 21: Integrating Visual Arts

Use of elements and principles of design.

What if we used the same idea for art assessment or even added another row to integrate art assessment into our current progressive walls....

Page 22: Integrating Visual Arts

Example Lesson Resource Package

Using the Artsedge Lesson Plan (Cinderella Trilogy) as a resource I made a lesson plan called Paper Shoe Design with templates, activity cards, and assessment options. I would do the activities in their lesson plan first to make sure they have the necessary prior knowledge to make connections.

Check out the Artedge site with this link to begin other integrated lessons. It has built in web links, resources and lesson plans with templates and sometimes assessment rubrics. You can adapt the expectations to meet the Ontario visual arts curriculum.

http://artsedge.kennedy-center.org/educators.aspx

One more thing....Smart history has wonderful videos with art professors about many art periods. Check out Contemporary Chinese Artist Al WeiWei, who is in jail for his “Message Art”. He was one of the inspirations for my seed.

http://smarthistory.khanacademy.org/

Page 23: Integrating Visual Arts
Page 24: Integrating Visual Arts

“Every child is an artist.

The problem is how to

remain an artist once

he grows up.”

― Pablo Picasso

Page 25: Integrating Visual Arts

Bibliography and Resource List

Curriculum Documents• The Arts Ontario Curriculum Gr.1-8 2009 Revised• Elementary Years Principles of Design Lessons

Grades One through Eight Resource to Support the 2009 Revised Ontario Arts Curriculum Policy Document Lead Writer: Beryl Cohen, Writer: Neil Ritchie, Reviewer: Irene Jarosz

Books 365 Things To Do With Paper and Cardboard Classroom Art by Amelia Ruscoe Engaging the Adolescent Mind by Ken Virth

Page 26: Integrating Visual Arts

Articles

Why Arts Integration? Two Big Reasons Writers Lynne B. Silverstein Senior Program Consultant The John F. Kennedy Center for the Performing Arts Sean Layne Kennedy Center Teaching Artist and founder of Focus 5, Inc.Relevant Literature What are some sources for research and current thinking about arts integration? by Joan Isenberg and Jennifer McCreadie with Jennifer Dunham and Bernadine Pearson George Mason University

Arts Integration and 21st Century SkillsWhat knowledge and skills do students need to be successful in the 21st century? Arts integration provides answers. Lynne B. Silverstein Senior Program Consultant The John F. Kennedy Center for the Performing Arts

OAEA Visual Literacy 2008 by Bob Phillips

Page 27: Integrating Visual Arts

Websites

NAEA www.arteducators.orgNationahttp://oaea.ca/index.htmll Art Gallery

OAEA http://oaea.ca/index.html

Artsedge http://artsedge.kennedy-center.org/educators/lessons

Artsonia.com http://www.artsonia.com/museum/aotw/

Smart History http://smarthistory.khanacademy.org.html

Page 28: Integrating Visual Arts

Video LinksWhy Art matters:http://www.youtube.com/watch?v=VjgQ58sRU3o&feature=related

The Right Brain Initiative: http://www.youtube.com/watch?v=sSU5g1Bye9w&feature=related What is Arts Integration?:http://www.youtube.com/watch?v=8d9r7duU_Cc&feature=related