SPRINT 1, LESSON 1
Overview of Arts Integration
Video play time: 17:52
To kick things off, we’re diving right into the core of Arts Integration: it’s definition, how to use it as an approach, strategies for immediate success, lesson planning and standards-alignment. This is some hefty stuff and we put it at the beginning for a reason. This is the foundation for everything else we’re going to cover throughout the program. And just like a building foundation, we want to make sure this is solid before we move into other areas.
- What arts integration is and where you are on the arts integration continuum.
- The roles of each educator in arts integration
- Crafting a vision for arts integration as a research-based approach and
- Seeing the world through the arts as an access point
It was nice to see that arts integration is a continuum, and although we may be in different places on that continuum, we can still get there. I also liked having solid research and the knowledge that this is an approach rather than a curriculum -both of which will help get other teachers at my school on-board.
Absolutely! I think recognizing that AI is not a curriculum is a big A-HA!
I agree. The continuum gives us a good idea on where we are and what we need to do to reach our goal. The possibilities are endless once we are on track…The research material and bonuses are a great help!
I realize now that a lot of what I thought was integration was actually enhancement. I’ve been the only fine arts teacher for years (we’re getting music this year) and I pretty much operate on an island, so much more collaboration is necessary to achieve my goals for our school. I also appreciated the research and statistics because I know that information will be requested to justify this initiative.
Courtney- I know that when I started, I thought the same! All those enhancement activities really weren’t arts integration. They certainly sound good, though!
I have been working at a creative arts school for elementary students for 5 years. After taking the integration quiz, I am realizing that some things that I do regularly in my classroom are not integrated with the arts. A lot of the strategies that we focus on at our school are enhancements, but we tend to call it integrations. I hope that through this course I will be able to get to more integrated lessons.
Hi Jennifer. I haven’t taken the quiz yet, but from the video and workbook, I’ve discovered the same thing about my teaching. I “thought” I was integrating the arts, but I’ve never even looked at arts standards. We don’t have art teachers in Reno at the elementary level, nor do our students have an arts pull out time. I’m looking forward to learning more about arts standards.
I hate to hear you guys don’t have arts teachers. My district in Mississippi has a certified visual art and music teacher in every school. Once we began integrating and moving toward a whole schools model as a district, we had to fight to get these arts teachers. Now, it is such a part of what makes our community special.
Hi All… Julia I agree that it is a starting place to have solid research on implementing Arts Integration. The research study I read on Professional Development Program, by Powell D, 2007 is a wonderful way to plan getting my Elementary Teachers on board. As Susan mentioned in lesson 1…Art Teachers won’t be replaced as we Teach curriculum standard based Arts. I believe my Elem. Teachers only know Arts Enhancement to their lessons. If I was to design PD ARTS INTEGRATION with knowledge that the Teachers and I design the lesson with Arts Standards and their Content Area Standards, with equitable assessments… AI would be accepted. Sometimes I feel my Ellen. Teachers don’t want to step on my toes. And yes to you All…. this Lesson and quiz was Ann eye opener.
I now understand that the Integration of the arts will take combining different elements of the art and music curriculum objectives and fusing them together with math, literacy, science and so on.
My initial thoughts were adding
Songs and art activities in implementation of the curriculum however, doing it this way it adds purpose and answers the why. It makes it more purposeful and make for well rounded students.
The common thread seems to be collaboration. In order to make it work successfully. I also find that you must get everyone Into buy-in, Including the administrators.
Hi Joelle! Getting buy-in can be tough, but it can absolutely be done! I know we are going into that more in another sprint, but Todd Whitaker’s Leading School Change was a very transformative book for me when I first began trying to lead this change in my school and district. Keep up the good work!
Hey All!! These are some great “light bulb” and “Ah-ha” moments you re sharing!
Hi everybody, I have been busy playing with Evernote and PDFexplore, since they are new to me, but ended up on GoogleDocs today…just organizing and re-organizing myself. I’m a bit late with posting comments, but I learned so much from some of the research links, as well as the video. I literally have never looked at our arts standards…I thought I was doing a pretty good job “integrating” the arts, but…nope. Not even close. More like I’m just being creative with my lesson delivery and enhancing core content with ideas from Pinterest. Yikes.
No judgments! We all are where we are – and that’s exactly where you should be. Now you just know the difference and can move into integration!
Like many of you I feel that I am an island. I teach in a private specail needs school for students with multiple disabilities. Teaching the arts is really a way to expose our students to some joy and what might be like in a typical school. I co back and forth between Theme based instruction and sometimes inquiry driven instruction. However, the arts are not accessed in the school I teach at.
Yes, Marcie, your situation is really unique. I am excited to explore the possibilities of Arts Integration with the population of students you serve! You are an island no more now that you have all of us. :)
I guess after going through the continuum card, I find myself in the middle as Inquiry-driven. I have discussed topics and standards with my team teacher and implemented those in what I have called Genius Mondays so I could have the entire period of ELA. Excited for what I am about to add to my teaching practices.
I’m so happy you are excited! I’m excited for you. Tell us more about Genius Mondays.
The seven questions will help staff to consider or reconsider AI as an approach. I find myself asking my staff members some of the same questions when considering doing what is in the best interest of students. Collectively reflecting on the needs of our school or grade level leaves room for robust discussions and opportunities for new initiatives.
Yep! Good teaching at any level or topic is still good teaching. :)
I loved this first lesson, although I am going to admit to doing poorly on the quiz – I said “no” a few times when I should have said yes. I think the key is to look at the verbs – what are the kids doing, and does it match up with the standard listed (or, what do you want your students to accomplish, and is there a standard that will justify the lesson)?
I am also curious as to what to do with staff members who HATE to collaborate?
Hey Heather! Don’t be too hard on yourself with the quiz, I think you have the hang of it now by really looking into the verbs and standards! Ahhhh staff members who HATE to collaborate! Been there! However, it is human nature to want to help…so instead of asking them to collaborate right away, spend a few months “asking for help.” Things like “hey, I heard you have great procedures in your class, would you mind helping me flesh out some of mine…” simple things. Comment on how “great” they are doing it and ask if they would be willing to help you do the same. This will lay a foundational working relationship and once that is solid you can get a little more creative “Hey I saw you are doing X in your class…we are doing something similar, maybe we can do something together…” >>> Enter>>>Collaboration>>> :)
Hey Heather!! Verbs are so important. Glad to see you noticing that in your own thinking.
I agree with that Dr. Harris said about collaboration. I just have to recommend a book that really helped me with this. Todd Whitaker’s Leading School Change is a really easy read with actionable steps. I know we are going to get more into the leadership aspect of this a bit more in another sprint, and I don’t want to overwhelm by telling you about another resource, but check out that book sometime (doesn’t have to be right now!!!). It really helped me lead change as far as collaboration goes at my school and district.
Yes I agree! I loved the quiz. It really was tricky as I started and it began to really sink in and make more sense by the end. I found myself second guessing everything in the first 2 questions. I would love more questions like that to practice on and make sure I really have the concepts down and ingrained in my thinking patterns.
i need help with aligning the standards. I bombed the quize and the standards dont seem to fit together even looking at the verbs. Im missing something?
Don’t stress! We go into standard alignments in DEPTH later on this sprint and throughout Sprint 2 as well. You’ll get it. This first lesson is just meant as a way to figure out where you are and what you need to zero in on as we move forward.
Hi Marcie,
Hi,
I have found searching the State Superintendent of Public Instruction website is very helpful. You can find all sorts of art standards for all grade levels.
Cheyrl
Thanks for jumping in to lend support, Cheryl. That is what is so great about learning as a team!
Marcie, I am here to support you. No worries! If you have specific questions, feel free to email me directly so I can see if I can clarify some things for you as you move through the lessons.
I’m totally stealing “If you confuse people, you lose people.” =)
And you should! It’s such a good reminder that I tell myself every.single.day.
I might print that out and hang it up for a daily reminder!!!
(Hey! Amber!!!)
I am a High School Theatre teacher. I always bring Math, Science, and History into my lessons. I already work closely with the English teachers on Shakespeare. From the continuum I see that most of what we do ranges from Enhancement to Inquiry Driven. Does Co-taught mean that you are in the classroom together or are the teachers in the own spaces teaching the same content? My main question right now is will I have to align the standards for each one of the math classes, science classes, history classes, and English classes? Or do I get to choose which ones to do?
I am about ready to dive into the articles, so I may have more comments after I have totally done this lesson.
Co-taught can look different depending on the comfort of your teachers. In it’s “purest” form, both teachers are in the same room teaching the lesson together. But that’s just not realistic for a lot of folks. You can do it in separate classrooms as that will work. So in terms of your standards alignment question…it will depend on which area is the main focus of any lesson. Lots of lessons weave multiple content in simultaneously. But there is always a central focus or intention behind the lesson. Which one of those areas is the intentional focus in your lesson? That’s the one you pick for a standards alignment. You should only every truly align 2 standards so that you have a good purpose and guiding focus for each lesson. There can be supporting standards for each area, but you should only align 2 per lesson.
Now…if you’re creating different lessons that all focus on connecting with a different content area, that’s a different story. For example, if you’re creating a history and art lesson, as well as a science and music lesson, then yes – you need to find a standards alignment between each of those content areas and the connected arts area.
If this is overwhelming, just take a breather. We go much more in depth into this later on – you’ll get it. Good question!
Susan! Thanks for jumping in and supporting. Great information and clarification.
This lesson helped solidify some “squishy” ideas for me regarding AI. I really like the continuum. I see how that can also help educators in the Arts and other academic areas wade into the Arts Integration sea without fear of drowning. I LOVE that there is so much focus on standards-driven instruction, but I also see how that can be a flashpoint for instructors. As I am coaching Arts educators, I am noticing that many are not in touch with their standards for their discipline. Again, going back to the Integration Continuum, I think it is a good way to get all educators focused on their discipline first, then to get them interested in working with another educator. Still many swirling ideas – but all good!
This lesson helped me to understand that in the continuum I am in the enhancement stage. I was glad to see that Heather brought up the subject that there are some techer’s who do not like to collaborate, for various reasons. I, too am going to have that problem. Schools that work together (collaborate) show the greatest gains. That is going to be one of my biggest hurdles. I am scoring through the arts research to gain a clearer understanding of putting it all together.
AI is a wonderful and multifaceted road that each and every instructor, department, and school explores in multiple ways. Important to remain open and fluid while seeing intent.
Hi,
I loss my comment…let’s start again. :>)
The continuum card will be very helpful when my classroom teachers realize what we need to do. I will no longer accept themes or last minute emails to integrate. It is a process and we should team together as a community.
Cheryl
Music Specialist
Hi Cheryl! I am so glad that the continuum card seems like a useful tool for you in helping classroom teachers understand the broad spectrum of arts involvement and see the difference between enhancement and integration. I want to say that there is nothing wrong with arts enhancement as long as teachers understand that is what they are doing. If students are asked to draw a picture in response to a story, for example, that is a perfectly legitimate way to have students respond so long as the teacher understands that is NOT integration. I love your desire to engage your colleagues in the process of working as a team! I see great collaborations in your future!
It was an Ah ha moment when it was explained that Arts Integration is an approach. Some teachers think that adding in the arts is another thing for them to do. I also liked the way it was explained that art teachers need to work with the teachers and the arts teachers teach the art concepts first. I love the concept of co-teaching, and this could look different in different classrooms.
I liked having the continuum card as a reference point to see where I end up in regards to arts integration. I have had some experience teaching an AI lesson, however it was a unique situation where I collaborated with the media teacher who isn’t a teacher of record, but gave input with the grading rubric and helped a lot with the technology part of the lesson. So even though that lesson was a success, I feel like I am in the theme based/inquiry driven areas. This was a nice refresher as to what Arts Integration is and am excited to move forward!
I find it interesting that one of the roles of the arts teacher is to teach their arts content first. If the arts content is taught in the arts classroom first then what is taught during the arts integration lesson?
I agree that the key to true integration is that both standards are being taught and assessed. I often say to people that the arts standards must be taught for the sake of learning that standard rather than just as some fluff to the content area standards.
Ah! Such a good clarifying question. The arts integration lesson is really the application phase of learning. So students are creating, applying, and presenting work based on the skills they’ve learned during direct instruction of both the content and the arts areas. You’re teaching the skills separately and then having students use them in tandem during the AI lesson. We go much more in depth in this throughout the sprint, so I think you’ll be able to see it coming together as you keep going.
So, if the teaching is being done in the separate classrooms then is it less of an arts integration lesson and more of an arts integration activity when the AI is actually done? We are using AI as a way to show mastery of the two different content standards or skill, not necessarily as a way to teach and show mastery of the standard or skill?
In arts integration, the idea isn’t to show mastery of each skill that is aligned – that is reserved for the directed content area. In an arts integration lesson, we’re interested in whether students can apply their knowledge to create or express something new. This is the lesson where students form the important connections to solidify their learning in each content area.
This lesson really helped clarify what Arts Integration is and I also liked having the continuum card as a reference point. When I approached my vice principal about considering time for collaboration and possible arts integration lesson plans, she definitely showed interest. She did however say that in order to get the “by in” we need, my colleagues will want to see assessments and data, otherwise they will see it as “another thing to do”, which is something to be avoided. I am very excited to understand and identify how these standards align naturally in order to ensure Arts Integration and not Arts Enhancement.
This lesson was timely as I now have a clear understanding of STEAM, the five levels of Art Integration, the roles of various stakeholders within the process, the need for alignment with standards to mention but a few!
I am looking forward to this course. I moved to my current school two years ago. I love how much arts they collaboratively combine with our standards. I have been having trouble coming up with truly arts integrated lessons for my subject (5th grade math and science) and I hope with more insight I am able to bring some ideas to my class this year.
I am not an Arts teacher but a content teacher. Any idea on how to get the Arts teacher buy in without making them feel like I’m teaching their curriculum or replacing them?
Kathleen this is such a great question. Bring them in by explaining to them that you can’t do an Arts Integrated lesson without them. Let them know that you can’t teach their content but would love to build on what they teach in order to allow for new access points and application opportunities for your students.