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OverviewIf 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. Full Product DetailsAuthor: Nan McDonaldPublisher: Pearson Education (US) Imprint: Pearson Dimensions: Width: 10.00cm , Height: 10.00cm , Length: 10.00cm Weight: 0.100kg ISBN: 9780136138136ISBN 10: 0136138136 Pages: 240 Publication Date: 20 January 2010 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Out of Print Availability: In Print  Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock. Table of ContentsTABLE OF CONTENTS Chapter 1: What are the Arts, their standards, and 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 Vignette In the Classroom: Integrating Language Arts/Literacy with the Arts: “Orchid Paragraphs” (Content Areas: literacy/language arts, arts= visual art, music) Teacher Debriefing: Mrs. Laws’ Grade 2 Art and Literacy Lesson Big Ideas/ Standards Addressed Teaching Strategies/ Sequences Assessments/ Evaluations Reflections on Mrs. Laws’ Lesson Considerations in Mrs. Laws’ planning and teaching Arts Infusion in Action: Classroom Vignette In the Classroom: Integrating Social Studies/U.S. History with the Arts: “Let’s Find Out: George Washington and the American Revolutionary War”” (Content Areas: Middle School History/Social Science, English Language Arts, Arts= Theatre, Music, Visual Art) Big Ideas/Standards Addressed Teaching Strategies/ Sequences Assessments/Evaluations Reflections on Mr. Gonzalez’s lesson Conclusion Chapter References Chapter Two: What Students Need to Know Focus Activity Overview of Chapter Two 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” [Content Areas: Science, English Language Arts (reading/ author study, oral language), Arts= Visual Art] 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” (Content Areas: Math, English Language Arts (reading/ author study, oral language), Arts= Visual Art, Music, and Dance) Big Ideas tied to Content Standards Purposeful Planning Goals Discussion In the Classroom: Integrating Social Studies (Geography) and the Arts: “Desert Habitat Art”(Content Areas: History/Social Science (Geography), Arts= Visual 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”(Content Areas: History/Social Science, Math, Arts= Visual Art) Big Ideas tied to Content Standards Purposeful Planning Goals Discussion In the Classroom: Integrating Social Studies/History and the Arts: “Jamestown in 1607” (Content Areas: History/Social Science, English Language Arts (writing and speaking) Arts= Theatre) Big Ideas tied to Content Standards Purposeful Planning Goals Discussion In the Classroom: Integrating Math and the Arts: “Measuring and Classifying Angles through Dance” (Content Areas: Math (Measurement and Geometry), Arts= Dance) Big Ideas tied to Content Standards Purposeful Planning Goals Discussion In the Classroom: Integrating History/Geography and Theatre: “Manifest Destiny: Westward Expansion” (Content Areas: History/Social Science, Arts= Theatre) 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 Self-Study: “What Students Need to Know” Conclusion Chapter References Chapter Three: What Students Already Know Focus Activity Overview of Chapter Three What Students Already Know In the Classroom: Integrating Social Studies/History and the Arts: “Jamestown in 1607” (Content Areas: History/Social Science, English Language Arts (writing and speaking), Arts= Theatre) Anticipatory Activities as Platforms for Inquiry In the Classroom: “Orchid Paragraphs” (Content Areas: language arts/literacy Arts: visual art, music) 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 How to Complete the Self-Study: “What Students Already Know” Conclusion Chapter References Chapter Four: Selecting Resources Focus Activity Overview of Chapter Four 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. Gonzales’ 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 Six Math) Interview with Ms. Tanonis (Grades K/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” Chapter References Chapter Five: Instruction Focus Activity Overview of Chapter Five What are some ways to plan for instruction with the Arts? Re-focus 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 6th Grade Math Instructional Sequence: Ms. Elemont Conclusion Instructions for Using Figure 5.3: “Self-Study: “Mapping Your Arts-Infused Instructional Sequence” Chapter References Chapter Six: Evaluation Focus Activity Overview of Chapter Six Evaluation and Assessment during Arts-Infused lessons Understanding Active Assessments to Determine Student Understanding Authentic Assessments Assessment/ Evaluation Examples In-class performance sharing Knowledge Charts/ KWL (Ogle, 1986) 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” [Content Areas: History/Social Science, English Language Arts (writing and speaking), Arts= Theatre] How Written and Authentic Assessments Were Used What Happened? In the Classroom: Integrating Social Studies (Geography) and the Arts: “Desert Habitat Art”(Grade 3 Content Areas: History/Social Science (Geography), Arts= Visual Art) How Written and Authentic Assessments Were Used What Happened? Conclusion Self-Study of Arts-Infused Lesson Assessments How to Use Figure 6.7: Self Study: “What Happened?: Assessments in Action” Chapter References Chapter Seven: Unpacking the Arts Standards’ Big Ideas Focus Activity Overview of Chapter Seven 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 non-specialist? 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 Figure 7.1: “Unpacking the Arts Standards’ Big Ideas” Conclusion Suggestion for using Figure 7.2: “Self-Study: Review of My Visual and Performing Arts Standards” Chapter References Chapter Eight: Arts Within My Classroom and Beyond Focus Activity Overview of Chapter Eight 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 Thumbnail Sketch #1: Ms. Tanonis Thumbnail Sketch #2: Mrs. Laws Thumbnail Sketch #3: Mrs. Gray Thumbnail Sketch #4: Mr. Pham Thumbnail Sketch #5: Mrs. Crandall Thumbnail Sketch #6: Ms. Elemont Thumbnail Sketch #7: Mr. Soto Conclusion Chapter References APPENDIX A: Resource BibliographyReviewsAuthor InformationNan L. McDonald, Ed.D., is currently an Associate Professor and Coordinator of Music Education at San Diego State University's School of Music and Dance. With over 30 years of teaching experience in preschool, K-university level music education, integrated arts for classroom teachers, music and early literacy development, and classroom discipline and management, Dr. McDonald is actively involved in training both future and practicing music and classroom teachers. She is the recipient of the prestigious “Monty”, the SDSU Alumni Award for Outstanding Contributions to the University for the SDSU College of Professional Studies and Fine Arts. Dr. McDonald has twice been designated as the Outstanding Faculty Member in both Liberal Studies (1999) and School of Music and Dance (2005) and has been honored as the California Outstanding University Music Educator (2000) by the California Music Educators Association. She was twice elected the Executive State Vice President of the California Music Educators Association (1994-1998) and continues to collaborate with many school districts and universities nationwide in professional growth offerings and curriculum development for practicing arts specialists and classroom teachers. Dr. McDonald is the author of numerous scholarly articles in national and international publications. She is also a Program Author for Pearson Education/Scott Foresman, Silver Burdett Music’s K-8 national basal text series in music, Making Music © 2002, 2005 and Making Music With the Arts Across the Curriculum © 2008. Dr. McDonald and SDSU colleague, Dr. Douglas Fisher, have written two books for classroom teacher education entitled Teaching Literacy Through the Arts: A Guidebook for Teachers by Guilford Publications, 2006, and Developing Arts-Loving Readers: Top Ten Questions Teachers are Asking about Integrated Arts Education published by Rowan & Littlefield, 2002. Dr. McDonald is currently writing an integrated arts methods text for graduate education courses which will be published by Pearson. Tab Content 6Author Website:Countries AvailableAll regions |
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