Transcript Arts Integration and the MDCCR Standards

ARTS
INTEGRATION AND
THE MCCRS
How the Arts are important and
aligned with the MCCRS, regarding
student achievement.
Tamara Mills, Worcester County Public Schools
Angie McCracken, Worcester County Public Schools
Summer 2014
TERMINOLOGY
For today’s purposes, we will use Common Core
State Standards, as they are the foundation of the
MCCRS.
Turn-and-Talk to your elbow partner…
What is the difference between:
 Arts Education
 Arts Exposure
 Arts Integration
TERMINOLOGY
Today, we will be speaking of Arts Integration
and Arts Exposure today. NOT Arts
Education.
X
Arts
Education
Arts
Integration
Arts
Exposure
The Elements of Visual Art
(Maryland Artist/Teacher Institute)
WHY ARE WE TALKING ABOUT ARTS INTEGRATION?
 A recent Adobe creativity study:
88% of U.S. professionals
believe that creativity should be built into standard curricula.
 Companies are looking for more than graduates who can do
specific tasks, they want employees who can also think differently
and innovate.
 To be successful, students need an education that emphasizes
creative thinking, communication and teamwork. According to Sir
Ken Robinson (Creativity in Education expert), "Creativity is not
an option, it's an absolute necessity.“
(Adobe Education, Dec. 2012)
WHY ARE WE TALKING ABOUT ARTS INTEGRATION?
(Ready to Innovate: Key Findings, 2008)
ASSUMPTION:
“With the implementation of the Common
Core, I no longer have time to use art, music
and other supplementary materials in my
classroom. I teach reading and math.”
However…we know that the CCSS call for
content knowledge as well as 21st century
competencies!
WHAT IF….
…we
could show you that you can use a
piece of music or artwork in order to teach
that Common Core standard?
…And that the students who usually
struggle in your reading/math class, may (and
often do) perform better?
CURRENTLY, IN AN ARTS CLASS
 Standard 1.0 - Perceiving and Responding: Aesthetic Education
 Students will demonstrate the ability to perceive, interpret, and respond to ideas,
experiences, and the environment through visual art.
 Standard 2.0 - Historical, Cultural, and Social Context
 Students will demonstrate an understanding of visual art as an essential aspect of
history and human experience.
 Standard 3.0 - Creative Expression and Production
 Students will demonstrate the ability to organize knowledge and ideas for expression
in the production of art.
 Standard 4.0 - Aesthetics and Criticism
 Students will demonstrate the ability to make aesthetic judgments.
(www.MDK12.org)
SOON, THIS WILL LOOK LIKE
 Artistic Process 1- Creating
 Generate and conceptualize artistic ideas, Organize and develop artistic ideas, Refine and
complete artistic ideas and work.
 Artistic Process 2 - Presenting
 Analyze, interpret and select artistic work for presentation, Develop and refine artistic
techniques and work for presentation, Convey meaning through the presentation of
artistic work
 Artistic Process 3 - Responding
 Perceive and analyze artistic work, Interpret intent and meaning in an artistic work, Apply
criteria to evaluate artistic work
 Artistic Process 4 - Connecting
 Synthesize and relate knowledge and personal experiences to make art, Relate artistic
ideas and works with societal, cultural, and historical context to deepen understanding
(National Coalition for Core Arts Standards, DRAFT, February 2014)
THE COMMON CORE SHIFTS SUMMED UP:
 ELA has Anchor Standards that need to be mastered by
the time students graduate high school in order to be
ready for college and career.
 Anchor Standards progress at each grade level.
 The Common Core State Standards emphasize making
connections across grade levels and disciplines.
 The CCSS emphasize processes, rather than product.
HOW THE CCSS ARE ORGANIZED
(Common Core State Standards Initiative, 2012)
LET’S TAKE A LOOK AT HOW THE ARTS
CAN BE INTEGRATED INTO THE READING
STANDARDS
(Common Core State Standards Initiative, 2012)
Everything taught in the READING standards involves TEXT!!
SO, ARE THESE TEXTS?
(Vermeer, 1665, Hague, Netherlands)
HOW ARE THEY TEXTS?
Any medium (the art form and supporting
materials/documents) that artists use to
communicate and express ideas, thoughts
and feelings that an audience can respond to,
analyze, interpret, and evaluate, including
works of art performed and created by
Master artists, professionals, amateurs, and
students.
(Maryland State Department of Education, 2012)
WHAT ARE “TEXTS” IN FINE ARTS?
 Turn-and-Talk to your elbow partner…
 What could you as a piece of text in your classroom in
each of the fine arts?
 Dance
 Music
 Theatre
 Visual Arts
 Media Arts
I SEE,
I THINK,
I WONDER
 What do you SEE?
 What do you THINK
about that?
 What does it make you
WONDER?
GEORGE GROSZ
“BERLIN STREETSCENE”
1930, WATERCOLOR, INK, OIL
 Elegant lady in heels in fashionable district
 Dapper gentleman winking
 Interested only in their own flirtation
 Threadbare suited man begging for money
 Political statement about the appalling social
conditions in post-WWI Germany
 A satire on selfish greed, depraved
sensuality
 The creepy qualities depict the artist’s
disgust at decaying society
 Depicts distorted morals, propaganda, self-
indulgence
 Artist vented anger through satirical
caricatures
 Eventually led to the artist’s emigration
to the USA
WHAT IS A CLOSE READ?
Turn-and-Talk to your OTHER elbow partner…
DON’T WE DO THE SAME THINGS?
When students analyze a painting,
they:
When students analyze a traditional written text,
they:

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
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Closely observe
Make logical inferences
Identify and study context, mood
Study artist’s choices of elements
Make and support conclusions
Identify and study themes
Closely observe
Make logical inferences
Identify and study context, mood
Study artist’s choices of elements
Make and support conclusions
Identify and study themes
SO, NOW BACK TO THE STANDARDS…
(The College Board, 2013)
THAT’S READING, WHAT ABOUT THE
OTHER COMPONENTS OF ELA?
(The College Board, 2013)
SPEAKING AND LISTENING?
(The College Board, 2013)
LANGUAGE?
(The College Board, 2013)
IN SUMMARY…
+
(National Coalition for Core Arts Standards, 2013
WHAT DOES THIS INTEGRATION LOOK
LIKE IN THE CLASSROOM?
Picture yourself in a 7th grade English class. You are studying the universal theme of
“coming of age”. The teacher is going to use Robert Frost’s “The Road Not Taken”.
 Pre-Assessment:
 Engagement:
 Class discussion on making
 Read the poem
choices when faced with 2
options
 What do they value?
 What does NOT weigh in?
 Divide students into four small
groups
 Each group synthesizes one stanza
and says what it means to them in
ONE sentence
(Education Closet, 2014)
WHAT DOES THIS INTEGRATION LOOK
LIKE IN THE CLASSROOM?
(continued)
 Activity:
 View “A Day in the Life”
 Activity:
 Summarize all stanzas and
decide on an overall
understanding of the poem.
 Bring conversation back to their
initial discussion on making
choices.

https://www.youtube.com/watch?v=4q
CDSPe2-uc&feature=youtu.be
 Video on how museum curators
make choices about what to include
in their art collections.
(Education Closet, 2014)
WHAT DOES THIS INTEGRATION LOOK
LIKE IN THE CLASSROOM?
(continued)
 Activity:
 Activity:
 Discussions:
 Ask students to present (30
 How do curators make their
choices?
 Do they take the road less
traveled, or opt for more wellknown pieces?
 Why?
seconds – 1 minute) to the class
a choice that they made that
represented forging their own
path.
 They must use artworks from
pre-selected museum websites to
tell their story.
(Education Closet, 2014)
WHAT DOES THIS INTEGRATION LOOK
LIKE IN THE CLASSROOM?
(continued)
 Closing:
 Assessment:
 Design a rubric that measures the
students’ ability to synthesize details
into an overarching theme.
 Create an art gallery
 “Road Not Taken” Museum
 Apply the same rubric to their
gallery.
Which MCCR Standard did
you teach/address?
Which Arts Standard did you
teach/address?
MDCCR Standard RL.8.2
MD VA 2.4.a.
Determine a theme or central
idea of a text and analyze its
development over the course of
the text; provide an objective
summary of the text.
Compare ways in which themes,
ideas, and issues in human
experience are translated and
expressed through the arts,
humanities, and sciences.
(Education Closet, 2014)
21ST CENTURY SKILLS
Viewing multiple works of art, using criteria to
describe, analyze, interpret and make judgments.
Students study an text, listen to a composer’s
music which reflects that text. They create their
own unique musical compositions in that
composer’s style and relate back to the text.
Students use visual storytelling when viewing
artworks to convey ideas, mood or personal
meaning.
Students debate sides of an issue, get into
groups and create dances to reflect their
perspectives.
(Partnership for 21st Century Skills, 2011)
LISTENING X 2
References:
Lichtenburg, James and Chris Woock and Mary Wright.
(2008). “Ready to Innovate: Key Findings”. The Conference
Board, Americans for the Arts, and American Association for School
Administrators. New York, NY.
McCaffrey, Marcia and Pam Paulsen. (January 2013).
“National Coalition for Core Arts Standards Leadership Team
Presentation”. State Education Agency Directors of Arts
Education (SEADAE). New York, NY.
Riley, Susan. (2012). “ Fifth Grade Arts Integrated Math
Touchpoints”. Anne Arundel County Public Schools. Annapolis,
MD.
Tucker, Jay. (2012). “What are ‘texts’ in fine arts?”.
Maryland State Department of Education. Baltimore, MD.
Zuckerman, Sarah Reynolds. (2012). “Learning to Look: How
rigorous arts classrooms provide insight into teaching the
Common Core State Standards”. America Achieves.
Washington, DC.
Education Closet: Professional Development for Integration
and Innovation in Teaching
http://educationcloset.com/arts-integration-lesson-plans/
QUESTIONS?
DISCUSSION?
Thank you so much for your attendance
and participation!
Tamara Mills, Worcester Co. Schools
[email protected]
410-632-5031
Edutopia: Arts Integration, how you can do it!
http://www.edutopia.org/stw-arts-integration-resourceslesson-plans
Angie McCracken, Worcester Co.
Schools
ArtsEdge: The Kennedy Center. Connect, Create.
http://artsedge.kennedy-center.org/educators.aspx
[email protected]