Handbook for K-8 Arts Integration Purposeful Planning Across the Curriculum

ISBN-10: 0136138136
ISBN-13: 9780136138136
Edition: 2010
Authors: Nan L. McDonald
List price: $48.99
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Description: If you are a pre-service or a practicing teacher this is one book you will want in your library. This concise and practical, yet research-based, handbook will show you how to create and use standards-based art activities to teach across the content  More...

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Book details

List price: $48.99
Copyright year: 2010
Publisher: Pearson Education, Limited
Publication date: 8/3/2009
Binding: Paperback
Pages: 240
Size: 7.25" wide x 9.25" long x 0.50" tall
Weight: 0.748
Language: English

If you are a pre-service or a practicing teacher this is one book you will want in your library. This concise and practical, yet research-based, handbook will show you how to create and use standards-based art activities to teach across the content areas. Written in an engaging and practical format complete with classroom vignettes and examples you will learn see what arts integration looks like in practice. Utlizing a constructive and reflective process (purposeful planning) this handbook empowers teachers to plan, teach, and evaluate thier own art-infused lessons linked to what their students will need to know within other content area instruction.

Nan L. McDonald, EdD, is Associate Professor of Music Education at San Diego State University School of Music and Dance and also teaches integrated arts to teachers and students in K-12 classrooms. She is the author of numerous articles in music, arts, and literacy journals as well as a program author for the Scott Foresman/Silver Burdett Music K-8 music text series Making Music. Dr. McDonald is the Director of Integrated Arts for the City Heights Educational Collaborative and is the recipient of the 2000 Outstanding University Music Educator Award from the California Association for Music Education and the 2003 Outstanding Faculty Award from San Diego State University College of Professional Studies and Fine Arts. Douglas Fisher, PhD, a former English teacher and language development specialist, is Professor of Language and Literacy Education at San Diego State University and the Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles and books on reading and literacy, integrated arts, differentiated instruction, and curriculum design.

About the Author
Preface
Acknowledgments
Attitude Survey
What Are the Arts, Their Standards, and Their Impact on Student Learning?
Focus Activity
What Are the Arts?
Arts as Core Content
Who Will Teach the Arts?
Classroom Teachers: General Education With and Through the Arts
What Is Purposeful Planning With and Through the Arts?
Standards in the Arts
Suggestions for Standards-Based Arts Activities
Research on the Impact of Arts Activity on Student Learning
Why Use the Arts Within Content Area Instruction?
How Does Participation in Arts Activities Impact Student Achievement and Learning?
Learning Through the Arts: Student Academic and Social Development
Learning through Musical Activity
Learning through Visual Art Activity
Learning through Theatre/Drama
Learning through Dance/Movement
Learning through Integrated Arts Activities within Content Area Instruction
Learning through Arts-Rich School Environments
Arts Infusion in Action: Classroom Vignettes
In the Classroom: Integrating Language Arts/Literacy with the Arts: "Orchid Paragraphs"
Teacher Debriefing: Mrs. Law's Grade 2 Art and Literacy Lesson
Big ideas tied to content standards
Teaching strategies/sequences
Assessments/evaluations
Reflections on Mrs. Laws's lesson
Considerations in Mrs. Law's planning and teaching
In the Classroom: Integrating Social Studies/U.S. History with the Arts; "Let's Find Out: George Washington and the American Revolutionary War"
Big ideas tied to content standards
Teaching strategies/sequences
Assessments/evaluations
Reflections on Mr. Gonzalez's lesson
Conclusion
References
What Students Need to Know
Focus Activity
Food for Thought: What Your Students Need to Know
Hints in Reading Contributing Teacher Examples
K-8 Teacher Contributors: First Stages of Purposeful Planning
In the Classroom: Integrating Science and the Arts: "Lifecycle of Butterflies"
Big ideas tied to content standards
Purposeful planning goals
Discussion
In the Classroom: Integrating Math and the Arts: "Singing, Moving, Drawing on the Language of Math"
Big ideas tied to content standards
Purposeful planning goals
Discussion
In the Classroom: Integrating Social Studies (Geography), and the Arts: "Desert Habitat Art"
Big ideas tied to content standards
Purposeful planning goals
Discussion
In the Classroom: Integrating Social Studies (History/Geography), Math, and the Arts: "Exploration/Colonization"
Big ideas tied to content standards
Purposeful planning goals
Discussion
In the Classroom: Integrating Social Studies/History and the Arts: "Jamestown in 1607"
Big ideas tied to content standards
Purposeful planning goals
Discussion
In the Classroom: Integrating History/Geography and Theatre: "Manifest Destiny: Westward Expansion"
Big ideas tied to content standards
Purposeful planning goals
Discussion
Theory and Rationale: Reflective Practices and Constructive Curriculum Planning
What Students Need to Know: Key Ideas Toward Student Understanding
Careful Choices
Backward Curriculum Design
Education for Understanding
Big ideas
What students should know and be able to do
What we want our students to understand
Reflective Practices: The Importance of Others in Your Planning
Interaction with Peers
Suggestions for Discussion Topics
Conclusion
Self-Study: What Students Need to Know
References
What Students Already Know
Focus Activity
What Students Already Know
In the Classroom: Integrating Social Studies/History and the Arts: "Jamestown in 1607"
Anticipatory Activities as Platforms for Inquiry
In the Classroom: "Orchid Paragraphs"
Experiential Learning: The Role of Direct Experience in Lesson Scaffolding
Tools for Finding Out What Students Already Know
Thought-Provoking Questions (K-W-L)
Visual Displays
Quick Writes
Anticipation Guides
Demonstrations
Learning with Understanding: Arts Activity and Transfer of Student Knowledge
Conclusion
Self-Study: What Students Already Know
How to Complete the Self Study
References
Selecting Resources
Focus Activity
Mr. Gonzalez's Lesson: Beyond Teaching Comfort Zones
Teacher Debriefing: Mr. Gonzalez's Connections Across Content Areas
Materials Planning Cycle
Planning Interdisciplinary Activities to Connect Students to Other Learning
Summary: Mr. Gonzalez's Purposeful Materials Planning
Selecting Appropriate Resources: Interviews With Other Contributing Teachers
Interview With Mr. Pham (Grades 4 and 5)
Interview With Mrs. Gray (Grade 3)
Interview With Ms. Elemont (Grade 6)
Interview With Ms. Tanonis (Grades K and 1)
Summary of Contributing Teachers' Considerations and Criteria for Materials Planning
Conclusion
Self-Study Exercises
Suggestions for Peer Discussions
Suggestions for Completing Figure 4.4, "Self-Study: Resource Planning and Selection"
Suggestions for Using Figure 4.5, "Materials Criteria Checklist"
References
Instruction
Focus Activity
What Are Some Ways to Plan for Instruction With the Arts?
Refocus on "Big Picture" Ideas: The Arts Content Standards
Increasing artistic perception: Processing of information about elements found within the arts.
Creating and performing art
Analyzing and valuing: Learning to make informed judgments about the arts.
Learning about and making connections between the arts within their historical and cultural contexts.
Comparing and connecting learning with the arts with other subject areas and careers
Characteristics of Successful Arts-Infused Lessons
Instructional Components and Sequence in Arts-Infused Lessons
Introduction/Anticipatory Set
Modeling/Use of Materials
Debrief the Model
Invitation to Create
Independent Practice: Allow Time to Create
Teacher as Facilitator of Creativity Processes
Informal Performance/Displays (Authentic Assessments) and Other Forms of Evaluations
Reflection: Students and Teacher
Arts-Infused Teaching Strategies at Work in the K-8 Classroom
K/1 Lesson Instructional Sequence: Ms. Tanonis
Sixth-Grade Math Instructional Sequence: Ms. Elemont
Conclusion
Self-Study: Mapping Your Arts-Infused Instructional Sequence
Instructions for Using Figure 5.3
References
Focus Activity
Evaluation and Assessment During Arts-Infused Lessons
Understanding
Authentic Assessments
Assessment/Evaluation Examples
In-Class Performance Sharing
Knowledge Charts/K-W-L
Progress Checks During Arts-Infused Activities
Evaluative Discussion, Written Self-Assessments, and Journal Prompts
Cross-Grade Performance Sharing/Exhibits
Displays of student artwork paired with original student writing
School-wide festivals/Thematic Arts Activities
Student projects based on famous works of art
In class word wall displays
Community outreach or service projects
Teacher Reflection
Summary of Examples of Assessment and Evaluation
Contributing Teachers' Assessments in Action
In the Classroom: Integrating Social Studies/History and the Arts: "Jamestown in 1607"
How written and authentic assessments were used
What happened?
In the Classroom: Integrating Social Studies (Geography) and the Arts: "Desert Habitat Art"
How written and authentic assessments were used
What happened?
Conclusion
Self-Study: Arts-Infused Lesson Assessments
How to Use Figure 6.6: Self Study: "What Happened?: Assessments in Action"
References
Unpacking the Arts Standards' Big Ideas
Focus Activity
Arts Standards in Purposeful Planning
What Are Content Standards in the Arts?
For Whom Were Arts Standards Intended and What Is Their Purpose?
What Do the Content Standards in the Arts Contain?
Can I Teach Arts Standards as a Nonspecialist?
Unpacking the Arts Standards
What Are Some Big Ideas Within the Arts Standards?
Which "Big Ideas" in the Arts Standards Are Most Appropriate for My Personal Use and Why?
Discussion of Table 7.1: "Unpacking the Arts Standards' "Big Ideas"
Conclusion
Self-Study: Review of My Visual and Performing Arts Standards
Suggestions for Using Figure 7.1
References
Arts Within My Classroom and Beyond
Focus Activity
Creating, Using, and Sharing Your Customized Lesson File
Advocacy for Arts-Infused Teaching and Learning
Increase respect for the worth and value of arts infusion in K-8 general curriculum
Inform current or future school site leaders about the need for arts infusion within your curriculum
Inform and involve parents in the effort
Develop a simple model lesson presentation for other teachers or future teachers, interested parents, and administrators at your school site
Ask school site administrators, district supervisors/curriculum coordinators for a list of all arts resources and materials available for classroom teacher use
Ask for time for professional growth and curriculum development in the area of arts-infusion across the curriculum
Ask for professional growth days or district teacher training in arts integration or arts infusion across the K-8 curriculum
Ask other grade level peers if they would like to explore the idea of teaming/rotating arts-infused lessons across their curriculum.
Form an integrated arts committee at your school site
"Thumbnail Sketches": Additional Ideas from Our K-8 Contributing Classroom Teachers
Ms. Tanonis
Mrs. Laws
Mrs. Gray
Mr. Pham
Mrs. Crandall
Ms. Elemont
Mr. Soto
Conclusion
References
Appendix: Resource Bibliography
Index

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