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