HIGHER ORDER THINKING SCHOOLS - SharpSchool

SUMMER 2015 • ISSUE 08

HIGHER ORDER THINKING SCHOOLSstrong arts arts integration democratic practice

Paintings from Arts Explorations at the 22nd Annual HOT Schools Summer Institute

2015 Summer InstituteOpening Remarks

Bonnie Koba

Summer Institute Photo Essay

I Am an Outlet for LearningMelissa McInvale

We Learn Through LaughterGeoff Ponticelli

Intercultural Investigationof Arts Integration

Kyoko Ono

Somaly Hay Receives Gubernatorial Citation

Diversity of Involvement and Shared Vision

Lisa Landley

HOT SchoolsSelect Events Calendar

STARS by Jaya Pichay

Worthington Hooker Named2015 Blue Ribbon School

Transforming Curriculum throughArt-making and Critical Literacy

Patty Bode

HOT Resources—Teach Like

a Pirate by Dave Burgess

https://twitter.com/HOTSchools

SUMMER 2015 • ISSUE 08 2

And there is still the issue of teacher evalua-

tions. The list goes on. So, who will do this

important work? How will it ever be accom-

plished?

1. Raise Student Achievement and Success;

2. Support Effective Educators and School Lead-

ers; 3. Transform the Teaching and Learning

Environment; and 4. Build Leadership Capacity

and Knowledge.

HOT Schools has been doing this important work

for 22 years. We have data that shows improve-

ment in fluency rates when students are en-

gaged as narrators in a play. We have evidence

connecting increased writing and math scores to

HOT Practice. Our arts teachers, who once felt

disenfranchised, are now leaders in their build-

ings and the go-to people for innovative unit

design. We have classroom teachers leading

workshops on arts integration— teachers teach-

ing teachers. HOT School principals are becom-

ing curriculum directors and superintendents.

Experienced principals are coaching new princi-

pals. Parents are becoming board of education

members and community activists.

And we have teaching artists who are truly col-

laborating with classroom teachers to help them

bring the curriculum alive so that teachers and

students alike want to come to school. And our

schools become innovation hubs. Places where

behaviors shift toward less office referrals and

greater joy in a climate of respect, contribution,

participation, and responsibility. This is HOT

Schools. This is what you are a part of. And it is

only in Connecticut. It is Connecticut’s unique

brand for excellence in arts learning.

THE TIME IS NOW: Making Arts Learning Visible, Viable & Valued

2015 Summer Institute Opening Remarks

Opening remarks were delivered at the Hartford

Hilton hotel on the morning of Monday, July 13,

2015.

Welcome to the 22nd Annual Higher Order

Thinking Schools Summer Institute THE TIME IS

NOW: Making Arts Learning Visible, Viable &

Valued. The Arts Education Partnership, a

national coalition of education, arts, business,

cultural, government and philanthropic organi-

zations, identified four state level priority areas

in which arts and education leaders can situate

their work:

1. Raise Student Achievement and Success;

2. Support Effective Educators and School Lead-

ers; 3. Transform the teaching and Learning

Environment; and 4. Build Leadership Capacity

and Knowledge.

Sounds like a pretty tall order. Right? I mean,

there’s Common Core, and SBAC, and the new

social studies standards. Have we clearly identi-

fied success? And how to measure it? Are we

there yet?

How does one go about transforming the teach-

ing and learning environment when the policy

for practice becomes more and more prescrip-

tive each year? When teachers and building

leaders have seemingly less autonomy over how

they teach and when to teach it? And educators

and school leaders move around. We have,

within our HOT schools alone, four new princi-

pals this year, several retirees, and there must

have been something in the water this year be-

cause nearly every school will start the fall with

one or more long-term subs covering maternity

leaves.continued on page 9


HOT SCHOOLS SUMMER INSTITUTESCENES FROM THE 22ND ANNUAL


I Am an Outlet for Learning

I am a parent of two children. My daughter is in

3rd grade and my son started kindergarten just

days ago at a Higher Order Thinking (HOT) school.

My journey with HOT Schools started in the spring

of 2011, when my husband and I had to decide

which school in our district our daughter would

attend. Since I knew what a traditional school

looked like, we made an appointment to tour the

“other” school in town. At this point, I had never

heard of or knew what a HOT school was. The no-

tion was foreign to both of us. We talked to the

principal of the school who then sent us on our

way to “see the school” but not from her perspec-

tive, rather from that of a student who attends

there. In addition to our student led tour, we

were welcomed by a group of students ranging

from grades 1-4 who circled us and proceeded to

sing us the school welcome song, which we later

found out was written by the students at this

school. My husband and I left saying, “Who

wouldn’t want to send their child here?!” We

bantered back and forth about all the wonderful

things we saw and learned in that afternoon and

we were thrilled our daughter was going to be a

part of this. Even then, we couldn’t imagine how

special a HOT school would become in the life of

our child.

So what is so special about HOT Schools in a stu-

dent’s life, from a parent’s perspective? I would

have to say it is the dynamics in which academics

are approached and taught. My daughter has

some learning challenges and even though I see

her struggles she continues to work so hard to

learn. She loves learning and I think that comes

from not only a nurturing, wonderful staff, but

also because of the HOT Schools philosophy. My

daughter has had the luxury of learning from

teachers, parents, paraprofessionals, administra-

tors, assistants and teaching artists who all pro-

mote a healthy attitude to differences, risk taking,

and the ability to help them find their strengths

so they can feel and be successful. Through the

motto of strong arts, arts integration and demo-

cratic practice; she has a voice in her learning,

which allows for her to take ownership of it at

such a young age.

I have known this school to be extraordinary and

tell everyone I know about it, but attending the

HOT Summer Institute was a game changer for

me. Back in the spring, my husband came home

from a PTA meeting and asked me if I knew that

there was a HOT Schools Summer Institute that I

could attend as a parent. I never pass up on the

chance to learn, to be better, and to understand

more teaching practices, most especially because

I am a teacher in another district. I signed up with

the principal the next day. A few months later I

received the link to register for tracks and work-

shops. I read through the pages and pages of of-

ferings. The more I read, the more nervous I

became. The descriptions were clear. There would

be improvisation, movement, investigating, and

sharing. All of these words scary to someone out-

side the circle; after all I was a parent, not a

teacher in a HOT school. When it was time to

choose I was very careful. I didn’t choose any-

thing that was too sharing or too demonstrative,

and I definitely did not sign up for anything that

mentioned improvisation. Well as things turn out,

you don’t always get your first picks. When I got

to the Hartford Hilton, the first workshop typed

in my space was Improvisation with Celeste

Miller. The mere thought terrified me and I

wanted to go running back to my car. I knew that

wasn’t a possibility so I rallied myself. “I could

blend in with the crowd and not be noticed.” If

you have ever been to one of Celeste’s workshops

you already know there is no such thing as blend-

ing in. And at the end of the 2 hours, I was grate-

ful I took this workshop. I found myself closer to

the middle of the visual rubric that measured

comfort level of improvisation. My second work-

continued on page 11


school, I taught my 16 students how to make tes-

sellations. I also have my students learning about

their community and culture through strategies

that I learned this summer. I took a class that

taught me how to incorporate Pokemon into

math. That lesson plan was created matching the

children's IEP goals and objectives to the Com-

mon Core State Standards. I can't wait to begin

teaching this year!

It's now Sunday night 11:45pm. I will be meeting

my new students in less than 9 hours. I should be

sleeping. However, I am awake anxiously awaiting

their arrival and the ability to incorporate all I

learned. I'm also looking forward to seeing the

children's expression when I can show them a 5

foot by 8 foot canvas that was generously do-

nated to my Gaffney School students by Amy and

Bonnie my HOT Schools heroes. I often go back

to a poem I read to them the last day of HOT

Schools Summer Institute. They are pioneers.

They are heroes to tens of thousands of children

who get this HOT Schools Approach in their life!

Now it is Friday afternoon 5:32pm. WHAT A

WEEK! My students are amazing. The new school

is incredible. Our principals are perfect. This past

week we have played Pokemon which was a huge

success. We sang. We danced our way through an

alphabet march. We made a CVC phonics rap! I

taught my first graders and fourth graders how to

make tessellations. One student said, "It is math.

It is patterns. It's Common Core. But it's fun!"

That is what HOT Schools has done for my

students and me! It's Common Core. It's fun. It's

an infusion of arts into everything we do!

We LearnThrough Laughter

As I walk down the hallway of my beautifully ren-

ovated school with bright teal, bright green,

bright purple, and bright orange I am anxiously

awaiting the students and walk down the main

hallway to see our Gaffney Tiger paw that is larger

than them. My lessons are typed. My plans are all

set. My room has three beautiful paintings that

blanket the back wall. This past week I had 6

teachers come to see my room and tell me how

much they love my paintings. Two people asked

me where I bought them. I smiled and said I

painted them. They were amazed. They said they

didn't know I was a painter. I told them I became

a professional painter 6 weeks ago at the Higher

Order Thinking Schools Summer Institute. Then

they said the same institute that made you a pro-

fessional dancer last summer? I said you better

believe it!

What has HOT Schools done for me? Prior to join-

ing a HOT school and attending the conferences I

was an incredible teacher. However, I taught using

paper, pencil, and manipulatives. Now I teach

using song, dance, raps, plays, painting, clay,

sand, tableaus, and other artistic and real world

tangibles. The students shine. The students love

coming to work in my resource room. I am a spe-

cial education teacher this year working with stu-

dents in first and fourth grade.

Ask the students why they want to come to my

room? You will hear a similar response from all

the students "it is fun!" It is fun because we sing.

We dance. We act. We play. We laugh. We learn.

We do arts and crafts. We learn through laughter.

This year thanks to Patty Bode, my sequential

learning track presenter, I have a new tool belt of

activities to utilize with my students. At summer

http://www.ct.gov/ecd


Intercultural Investigation of Arts Integration


This year, I attended the HOT Schools Summer

Institute for the first time. It was a fine oppor-

tunity for me to meet superb teachers and other

wonderful people. It was indeed an incredible

learning experience.

I am an expressive arts therapist and also teach

clinical psychology to graduate students in

Japan. I have become increasingly interested in

using expressive arts in education, and I have

been inviting Canadian teachers of Learning

Through The Arts to introduce their method

since 2004. In addition, since 2010 I have been

inviting HOT Schools Summer Institute faculty

member Lisa Donovan to Japan to introduce arts

integration through Artwork Japan, a non-profit

organization. Last year we started to offer a

training course for arts integration in teaching.

I attended this year’s summer school because I

wanted to learn more about arts integration

methods. After a day at the institute, I came up

with some questions about arts integration. The

main question I had was: what is the difference

between activities and arts integration? I asked

this question to several people I met at summer

school. One person said that an activity is a part of

arts integration. Another said that an activity

involves following instructions without much free-

dom; an activity itself is not arts integration. She

also said that in arts integration, you create your

own artistic expression and make connections with

other forms of knowledge. She felt it is important

that interdisciplinary learning occurs in arts integra-

tion. She especially emphasized interdisciplinary

learning. After many conversations I realized that

activities alone do not make for strong integration.

Rather, the strongest work has personal relevance

and meaning.

Asking this question to other participants and staff

made it clear to me that arts integration works best

in an environment of artistic expression where stu-

dents can express who they are. My education

background is the traditional Japanese classroom:

just sitting and absorbing information. It was not

enjoyable at all. My soul nearly died because I was

not allowed to express who I am. Since I am now an

expressive arts therapist, I know very well that

when we express ourselves through arts, we get to

know ourselves, we gain more awareness, and our

Louise Pascal, Kyoko Ono, Lisa Donovan and Linda Eakin at the 2015 HOT Schools Summer Institute


Bonnie KobaDirector

Amy GoldbasAssociate Director for Program Design

Christopher EavesAssociate Director for Professional Development

Kim ThibodeauInformation and Operations Specialist

Alcott Elementary SchoolWolcott

Columbus Magnet SchoolNorwalk

Edgewood Magnet SchoolNew Haven

Gaffney Elementary SchoolNew Britain

High School in the CommunityNew Haven

Integrated Day Charter SchoolNorwich

Jack Jackter Intermediate SchoolColchester

John C. Daniels SchoolNew Haven

John Lyman Elementary SchoolMiddlefield

R. J. Kinsella Magnet SchoolHartford

Lincoln Middle SchoolMeriden

Martin Elementary SchoolManchester

Nathan Hale Arts Magnet SchoolNew London

Pleasant Valley Elementary SchoolSouth Windsor

Samuel Staples Elementary SchoolEaston

Worthington Hooker SchoolNew Haven

HOT SCHOOLS DIRECTORY

Somaly Hay ReceivesGubernatorial Citation

Somaly Hay at her business Somaly Hay & Co. in New London. Photo: Tim Cook

Connecticut Office of the Arts (COA) Master Teaching Artist, Somaly

Hay, received a citation from Connecticut Governor Dannel Malloy,

State Senator Paul Formica and State Representative Kathleen

McCarty at her Waterford home on September 29TH. COA Master

Teaching Artist Sally Rogers then presented Ms. Hay with a video

compilation of well wishes from her fellow Teaching Artists.

Ms Hay, who was one of the first artists in the COA’s Urban Artist

Initiative program, came to Hartford after fleeing her native

Cambodia in 1981. Her life story is one of perseverance, generosity

and triumph. Ms. Hay’s Gubernatorial Citation reads:

"For your dedication to preserving Cambodian dance culture and

heritage and joyfully sharing this with so many others. You have

gracefully overcome personal tragedy and risen to become a Master

Teaching Artist with the Connecticut Office of the Arts. You have

touched lives all over the United States & Canada as well as

Cambodia with dances you learned as a child dancing in the King of

Cambodia's palace as well as dances you created to promote peace

and greater understanding between all peoples. You taught Cambo-

dian culture to children in the U.S. and supported artists in

Cambodia through your Cambodian Culture store. We want to thank

you for your selfless giving, loving support and warm compassion."

Ms. Hay shared the following with Julianne Hanckel of The Day

(theday.com)— “My mother always told me, ‘Don’t heavy the earth

for nothing. Make your weight on this earth worth something.’”

http://www.theday.com/article/20120815/GRACE05/120819842

WED, OCT 21 HOT Schools Orientation8–3:00PM John Lyman School, Middlefield

TUE, NOV 3 Professional Development9–3:30PM Wesleyan University, Middletown

WED, NOV 18 Professional Development9–3:30PM New Britain Museum of Art, New Britain

THU, NOV 19 Coaches Meeting10–1:00PM Connecticut Office of the Arts, Hartford

WED, DEC 16 HOT Schools Orientation9–3:30PM Worthington Hooker School, New Haven

FRI, JAN 8 HOT Schools Spring TAC9–3:30PM Location to be announced

WED, JAN 20 HOT Schools Leadershop9–3:30PM Jack Jackter Intermediate, Colchester

WED, FEB 3 Site Coordinator Meeting9–3:30PM Location to be announced

WED, FEB 17 HOT Schools Leadershop9–3:30PM Location to be announced

THU, FEB 25 Principal Meeting9–3:30PM Location to be announced

WED, MAR 16 HOT Schools Leadershop9–3:30PM Location to be announced

WED, APR 20 HOT Schools Leadershop9–3:30PM Location to be announced

FRI, MAY 6 Site Coordinator Meeting9–3:30PM Location to be announced

WED, MAY 18 HOT Schools Leadershop9–3:30PM Location to be announced

FRI, MAY 20 Principal Meeting9–3:30PM Location to be announced

MON-FRI, JUL 11-15 Summer Institute 2016Location to be announced

HOT SCHOOLS SELECT EVENTS CALENDAR

Events in PURPLE are Open to Non-HOT Schools

Participants. Registration is Required!

CLICK TO REGISTER or visit https://goo.gl/u R p7Fn

Diversity of Involvement and Shared Vision

I attended the 2015 HOT Schools Summer Institute

as a researcher, working on a doctoral dissertation

entitled Arts Integration Professional Develop-

ment: The Higher Order Thinking (HOT) Schools

Approach. My research questions are focused on

teacher experience and the content and organiza-

tional structures of the program in order to

discover the essential elements of effective profes-

sional development in arts integration.

My research plans were welcomed by Amy Gold-

bas, who introduced me to the HOT program by

inviting me to attend a Saturday workshop. My

first visit to a HOT school took place on October 9,

2014 when I attended a HOT Orientation Leader-

shop at the John Lyman School. Throughout the

day, I witnessed the hallmarks of the HOT program

in action. I observed three classes, each of which

demonstrated one of the Core Components of the

HOT approach: Strong Arts, Arts Integration, and

Democratic Practice. Students were engaged and

showed evidence of deep understanding in each

setting. We were given a guided tour by a well-

spoken 4th grader who proudly showed us various

exhibits of student work and examples of Demo-

cratic Practice. Having taught music in the public

schools for over 25 years, I had never witnessed a

learning environment such as this one.

I attended the 2015 HOT Schools Summer Institute

to research the program further, by attending a se-

quential learning track and workshops, and where

I also hoped to interview participants. I expected

the institute to be well attended by teachers seek-

ing new strategies for integrating the arts in their

classrooms. What I did not expect was the range

of professions and involvements that exemplify

the HOT Schools community. I expected to meet



https://goo.gl/uRp7Fn


This was a great year for HOT Schools.

This year we initiated Phase I of the three-phase

plan for developing teaching artists and we are

about to launch Phase II;

We initiated Phase II of providing HOT Coaches to

each school to observe and help guide HOT prac-

tice and we are about to launch Phase III;

We renewed our relationship with the Depart-

ment of Education. In a new initiative and with

our partnership, the CSDE created a grant

program to advance arts learning in CT schools

and to encourage partnerships between school

and community arts and cultural resources. And

they fashioned it after the HOT Schools model

and HOT Schools Approach.

And our treasured teaching artist, presenter, and

friend Jackie Coleman, was hired to fill the posi-

tion of CSDE’s State Arts Consultant – and filling

that position was a high priority for the Commis-

sioner of Education, Dr. Dianna Roberge-

Wentzell.

We hosted a 7-member team from Louisiana A+

Schools interested in the HOT Approach, and we

welcome new schools from Bridgeport, Hartford,

Manchester, New Haven, Waterford, Newtown,

and our first Summer Institute participant from

Japan.

Opening Remarks

Making arts learning...

Visible: that can be seen; perceptible to the eye,

apparent; manifest; obvious; being constantly or

frequently in the public view; noting or pertaining

to a system of keeping records or information in

such a way that the desired reference can be

brought instantly into view;

Viable: practicable; workable; vivid; real; stimu-

lating, as to the intellect, imagination or senses;

having the ability to grow, expand, develop;

Valued: highly regarded or esteemed; relative

worth, merit, or importance; the worth of some-

thing in terms of the amount of other things for

which it can be exchanged or in terms of some

medium of exchange.

At the core of HOT Schools is a delivery system

that provides teachers, teaching artists, adminis-

trators, parents and arts organization educators

vital professional development, resources, tools

and strategies to develop, deepen, and expand

effective practices in arts education, arts integra-

tion, school culture change, and leadership devel-

opment. We have the ability to make arts

learning visible, viable and valued. We can do a

better job of it. And the time is now.

Last year on the first day of the Institute I pre-

sented you with a challenge to incorporate the

book Where Does the Trail Lead into your teach-

ing and school culture in some creative way. This

year I present you with a new challenge. It is to

focus on the ways in which you make arts learning

visible, viable and valued in your school commu-

nity, your town, or more broadly.

What’s your personal contribution?

This year I ask you to pilot, refine, prove and

model best practices in arts education and the

HOT Approach. Lead the way.


Nancy Daugherty (center) of the National Endowment for

the Arts opens her arms to the 2015 Summer Institute.

Today�marks�the�first�day�of�our�22nd�year�as�a

program� that� has� inspired,� challenged,� rejuve-

nated�and�in�the�words�of�teachers�themselves,

“changed�the�way�teachers�will�teach,�forever.”

This�week�is�about�building�community,�sharing

ideas,� expressing� wonder,� taking� risks,� noting�

differences,�and�talking�about�what’s�important.

It’s�about�finding�your�comfort�zone�and�nudging

yourself�beyond�it.

The�time�is�now to�make�Arts�Learning�Visible,�

Viable,�and�Valued.�And�we�are�here�to�support

one�another�every�step�of�the�way.�If�the�journey

gets� bumpy� –�we’re� here� for� you.� As� Brandon

Kazen-Maddox� so� beautifully� and� gracefully

signed�during�our�opening�performance,�“I�won’t

give�up�on�us.”


On�Wednesday�of�this�week�we�will�be�joined�by

an� additional� 99� educators,� superintendents,�

assistant�superintendents�and�curriculum�direc-

tors�–�teams�of�3�from�across�the�state�who�are

interested�in�arts�integrated�curriculum�mapping.

We�also�welcome�a�very�special�guest�and�long-

time�supporter�of�HOT�Schools,�Nancy�Daugherty

representing�our�Federal�partner,�the�National�

Endowment�for�the�Arts.

We�are�about�to�launch�a�track�devoted�to�“Bring-

ing�the�Connecticut�Freedom�Trail�to�Life�Through

the�Arts”�in�a�collaborative�partnership�between

the�Office�of�the�Arts,�the�State�Historic�Preser-

vation�Office,�the�Department�of�Education�and

the�Freedom�Trail�Committee�–�Amistad�America.

As�racial�tensions�flare,�civic�unrest�rises�and�the

Confederate�flag�becomes�the�center�of�discourse

in� coffee� shops� and� around� dinner� tables

throughout�the�country�–�how�could�the�timing

for�this�track�be�any�more�relevant?

The�time�is�now.�You�are�at�the�forefront�of�all�of

this.�I�know�it�isn’t�easy.�And�I�know�the�Arts�Ed-

ucation� Partnership� has� identified� lofty� goals.�

I�believe�we�chip�away�at�it�every�day�–�together.

On�Wednesday�afternoon�Poet�Taylor�Mali�will

perform�for�you.�His�poem�that�went�viral� in�a

heartbeat� acclaims� the� importance� of� what

teachers�do�—�what�YOU�do.�Everyday.�I,�for�one,

can’t� stand� to� hear� it� said� that� one� is� ‘just� a

teacher’.�I’m�here�to�tell�you,�and�I�speak�on�be-

half�of�the�entire�HOT�Schools�Summer�Institute

core�faculty,�you�are�not just a�teacher.�You�are�a

researcher,�a�collaborator,�an�important�member

of�a�team.�You�are�a�courageous�change�agent.

What�you�do�matters.�What�you�do�does�make�

a�difference�and�we�come�together�this�week�–�a

community�of�practice�–�to�renew�our�commit-

ment�to�what’s�right�for�kids,�to�what�the�arts�can

do�for�kids,�and�to�help�one�another�with�some

strategies�to�do�just�that.

Opening Remarks

Dr. William D. BreckConnecticut�Association�of�School�Superintendents;�

Executive�Coach,�Connecticut�Association�of�Schools

Deb BrzoskaArts�Education�Consultant;�HOT�Schools�Core�

Faculty;�Workshop�Facilitator,�Kennedy�Center

Linda EakinArts�Education�Consultant;�Former�Teacher-Leader,�

Jack�Jackter�Intermediate,�Colchester

Daniel S. HansenAssistant�Superintendent�for�Curriculum�and�Instruction,

South�Windsor�Public�Schools

Leslie JohnsonConnecticut�Office�of�the�Arts�Teaching�Artist

Cathy Lechowicz (rotating)Director,�Office�of�Community�Service,�

Green�Street�Teaching�and�Learning�Center,

Wesleyan�University

Sara MacSorley (rotating)Director,�Green�Street�Teaching�and�Learning�Center,

Wesleyan�University

Kim Fox SantoraPrincipal,�Samuel�Staples�Elementary,�Easton

Pamela Tatge (rotating)Director,�Center�for�the�Arts,�Wesleyan�University

HOT SCHOOLSADVISORY COMMITTEE

• • • • • • • • • • • • • • • • • • • • • • • •


I would like to take the opportunity to thank the

John Lyman school and staff for affording me

the opportunity to be a part of this journey. I

also want to thank all the presenters I had the

pleasure of having, during the 2015 HOT

Schools Summer Institute, for being patient

with me, teaching me, making me think, and

being an outlet for learning. You have made me

a better mother and teacher.

I Am an Outlet for Learning

shop was with Christopher Eaves on Multiple

Intelligences. I thought it was going to be safer

there, where I could just listen and watch those

people who claimed to be extroverts in my last

workshop to volunteer in his. What I found was

each minute passing was more engaging than the

next and even though I was uncomfortable I

found myself wanting to take more risks. On day

two, I felt I was really getting it, understanding

and learning how to apply these concepts with my

students and thinking how this would help my

own children with their learning. These work-

shops—this learning was powerful. It made me

think about how often we ask students, children,

and people to do things out of their comfort zones

and expect them to comply. It challenged me to

put myself in the shoes of my own children and

my students. It compelled me to learn new things

and I realized that learning new things can be risky

and scary. It caused me to think of how brave my

daughter is—always looking for new challenges

and trying them with such eagerness. Attending

these workshops made me uncomfortable; re-

quired me to move out of my comfort zone and

think outside of the box. There is so much that I

learned from the workshops. This definitely was

the most powerful outcome for me both person-

ally and professionally.

My daughter feels a special belonging; she has

ownership of her learning and her school. My son

is just starting and while he is very different than

his sister, I look forward to see what his journey

at this HOT school brings. Although I know it will

be different, I am confident it will be successful

too. I have always known that I made a great de-

cision for my children to be a part of a HOT school;

this experience just reinforced it for me. I want

others to know these opportunities are out there

for them and how beneficial a HOT school is for

students. I hope that I can take what I have

learned and share with people—not only what a

HOT school is but how it can make learning excit-

ing and transforming for students.

JULY 11-15, 2016THE 23RD ANNUAL

HOT SCHOOLS

SUMMER INSTITUTE

SAVE THE DATE

STARS

Stars shine

I wish they were mine

They twinkle at night

And never have a fight

They’re friends with the moon

They wait for the sun

Charge their light

Keep waiting for the night.

by Jaya Pichay, Grade 2, Poet of the

Week, Pleasant Valley Elementary

• • • • • • • • • • • • • • • • • • • • • • • •

http://arts.gov/artistic-fields/arts-education


The National Blue Ribbon Schools

Program recognizes schools based

on their overall academic excel-

lence or their progress in closing

achievement gaps among student

subgroups. Every year the U. S.

Department of Education seeks out

and celebrates great American schools

demonstrating that all students can achieve to

high levels.

Worthington Hooker, a K-8 school in New Haven,

CT., pays specific attention to reducing/eliminating

the achievement gap inherent in the socioeco-

nomic and educational experiences their students

bring to the table. We know that children's learn-

ing styles are as diverse and unique as they. We

know that the arts; visual, musical, and kines-

thetic, capitalize on student interest, identify

strengths, and bridge those strengths to academic

learning. Because of this, our students experience

the joy of learning utilizing their abilities as we

work to identify and support the challenges they

bring to school.

self-esteem increases. I would say that healing

occurs through self-expression in the arts, so I am

very much interested in environments where

learning and healing occur simultaneously, partic-

ularly in the classroom through arts integration.

So often I observe people healing themselves

through expressing who they are through the arts.

I often think healing and self-growth in psy-

chotherapy accompany learning, that is to say

learning about the self, learning how to handle our

difficulties, and learning how to interpret

reality and how to live positively. Learning can

involve increasing our knowledge, or it can be

about knowing ourselves, human affairs, etc. Heal-

ing happens when we can get in touch with

ourselves and know who we are, express it at the

moment, and become understood by others such

as therapists, teachers, or fellow students.

I also learned here that cultural perspectives mat-

ter in arts integration. For example, if I had to do

some expressive activity involving many rules, I

would lose interest because there are already so

many rules and restrictions in Japanese culture. I

lost spontaneity after growing up in the traditional

Japanese educational environment. Of course

Worthington HookerNamed 2015

Blue Ribbon School


Our students represent the full range of social, eco-

nomic, and cultural groups. Each child can

experience success, acceptance and community

with their peers. Our school team of energetic and

committed teachers is encouraged to be creative in

their planning and teaching. They are supported by

the school leaders who encourage interdisciplinary

collaboration, and sharing of best practices. The

parent community supports our educational pro-

gram and serves as advocates for resources. Our

community of committed teachers, supportive par-

ents, and academically curious children is the rea-

son for our school success.

Intercultural Investigation

http://arts.gov/artistic-fields/arts-education


This work to define and redefine critical literacy

propelled our work in both the workshop and the

sequential learning track titled “Transform Cur-

riculum: Student Voice, Critical Engagement and

Meaningful Arts.” Embracing the multidimensional

connotations of critical literacy in this way led us

into an investigation of how we read our world

through visual imagery and the central role of vi-

sual culture in communicating power. These con-

cepts came alive in a close examination of

classroom practice through examples of student

artwork and writing. We studied a piece of art by

professional artist Juan Sanchez from his series

that he calls “Ricanstructions” using Visual Think-

ing Strategies (http://www.vtshome.org) and Art-

ful Thinking Routines (http://pzartfulthinking.org).

We saw how studying contemporary artists can

uncover classroom conversation about student

identity, race relations and social justice through

a painting project that engages students and

teachers in dialogue about skin color. By studying

the work of contemporary artists who grapple

with identity and power structures, students and

teachers co-construct a classroom where art mak-

ing is relevant to students daily lives and society’s

big issues. Our moments of discovery concur with

the research of Hilary Janks (2009) who asserts

that art making paves avenues for investigation in

a learning environment of inquiry, instead of

struggles of power.

We continued to expand these discussions in the

sequential learning track, by questioning each

component of our task from the title of the track:

1) Transforming Curriculum, 2) Student Voice, 3)

Critical Engagement and 4) Meaningful Arts.

Through some case studies of integrated arts cur-

riculum, and professional dialogue with one

Transforming Curriculum throughArt-making and Critical Literacy


My role with Higher Order Thinking Schools inter-

sects with my various experiences as a public

school art teacher for seventeen years, a univer-

sity professor in teacher education for ten years,

and my current work as a magnet resource

teacher in an urban, public magnet school for the

arts, where I support all the teachers in the devel-

opment and implementation of arts integrated

curricula. After delivering a keynote presentation

at the 2014 HOT Schools Summer Institute, I was

honored to return to the 2015 Summer Institute

as a presenter of a sequential learning track and

a workshop.

In the workshop session titled “Art, Inquiry and

Critical Literacy,” I invited participants to consider

the term critical literacy and to investigate its rel-

evance to “art” and “inquiry.” After reading one

another’s anonymously written brainstorms about

each individual’s best-guess of the definition of

critical literacy, it became obvious that the first

task was to discuss the multiple ways in which the

term “critical” is used in education. We employ

the word “critical” in a range of educational con-

texts such as critical thinking, critical feedback (or

critique) and critical pedagogy, so it makes sense

that we bring divergent understandings to the

ways in which we use the term “critical.” While

each use serves a specific purpose, the term crit-

ical literacy builds on critical pedagogy as

advanced by Paulo Freire (2000). From a Freirien

perspective, the term “critical” connotes an analy-

sis of power structures and active engagement

with reading/rereading our world and

writing/rewriting our world in order to change our

world. That is the meaning of critical that we used

in this workshop. Employing critical literacy to

lead inquiry-based dialogue about visual art and

art-making drove the activities of the workshop.


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TEACH LIKE A PIRATE: Increase Student Engagement,

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teachers who might share their experience in the HOT Schools pro-

gram, but found myself talking with a professional storyteller, a

songwriter and singer, a professor and certified movement analyst,

an arts integration coach, a project-based learning director, a parent

of a HOT school student, an elementary school principal, a native

instrument educator, and so many more who represent the larger

HOT Schools educational community. All were gathered together

with the common purpose of expanding learning potential through

the arts. I knew that one of the key attributes of the HOT Schools

mission is to include all stakeholders of the educational community,

but I did not expect such diversity of involvement at the Summer In-

stitute.

I also expected the HOT Schools teachers would be enthusiastic

about their program, but I never envisioned a professional develop-

ment environment with such a high level of energy, excitement, and

involvement. No one sat on the sidelines, but all assumed the stu-

dent’s role as they engaged in the same activities they would ask

their students to perform in their classrooms. Discussions subse-

quently revealed how this hands-on strategy generated fresh under-

standings on how students might be challenged by arts integrated

activities, and how planning might be modified accordingly.

I was grateful that several people took time out of their busy sched-

ules to participate in interviews. As I listened to narratives of various

HOT Schools experiences, certain themes emerged. “Energized” and

Diversity of Involvement

Bonnie Koba presents Carlos Leal, Principal of Nathan Hale Arts Magnet

School, and Shanta Smith (seated in foreground), Principal of Edgewood

Magnet School with HOT Schools banners at the September 10TH Principal, Site

Coordinator and Coach Meeting held at the Legislative Office Building.

Higher Order Thinking Schools in

partnership with The Center for

the Arts at Wesleyan University

present a day of Professional

Development for Arts Classroom

Teachers featuring Dave Burgess

on November 3rd!



there are many beautiful aspects of Japanese cul-

ture and I love my culture, but from my experience

I have realized that activities and artistic expres-

sion must have a different impact on students of

different cultures. So I wonder if American stu-

dents who have a lot of freedom could find merit

in activities with rules and the philosophy of “har-

mony”, in the Japanese sense.

Another thing I have noticed is that the balance of

personal expression in group dynamics is impor-

tant. If there is a preponderance of group activities

in an expressive arts environment, a shy or intro-

verted individual may have difficulty speaking up

or taking a leadership role, thus becoming passive.

Shy or introverted individuals find satisfaction in

individual expression like drawing, handiwork or

writing. It is important to understand, though, that

we get to know who we are by both solitary and

group activities.

I realized that arts integration includes any activi-

ties which may or may not involve arts expression

that heightens students’ curiosity and stimulate

learning. Learning can be subject-specific, it can

be the acquisition of general knowledge, and it

can be an understanding of oneself and life. Learn-

ing can be so broad, but from my perspective,

when students can express who they are through

arts integration, it is so beautiful and it helps to

nurture healthy mental and emotional develop-

ment.

For me it is important to nurture students’ emo-

tional, mental and spiritual development through

arts integration. I also personally want to invite

that beautiful moment of simultaneous learning

and healing when I teach using art expression, as

the integration of learning and healing is my vi-

sion. I am so glad that I was able to find my vision

this summer. It was a very fruitful time I had with

you! Thank you. Hopefully I will come back with

other Japanese participants next year.

Intercultural Investigation

“transforming” were key words. The Democratic

Process was frequently mentioned as a key factor

in student involvement and success. The power of

the arts as gateways to learning, and to expose hid-

den potential was evident throughout. There was

no doubt expressed by anyone of the effectiveness

of arts integration, and its transforming effect on

the learning environment for student and teacher

alike. It became clear that the various members of

the HOT Schools community approach arts integra-

tion from different vantage points, but all share the

same vision and are committed to expanding

student learning potential through arts integration.

Diversity of Involvement

another about ways in which to expand our own

curriculum, we planned concrete strategies for

meaningful arts integration in our classrooms. We

noticed that the lived realities of teachers and

their students in daily classroom life bring much

needed perspective to an interdisciplinary discus-

sion of curriculum and instruction addressing the

postmodern, multicultural condition.

By collaging together both student voice and

teacher voice we collectively revealed intersec-

tions and gaps between theory and practice and

pointed to where that gap could be narrowed. For

example, the incorporation of visual culture in art

education, with a focus on critical literacy ad-

dresses key questions from students about making

their learning relevant. Ultimately, a curriculum

that integrates the visual arts can guide classroom

dialogue around big questions what counts as art,

who counts as artists, and even by extension, what

counts as knowledge? Such dialogue can help our

students’ worlds become more understandable

and ultimately more changeable.

Freire, P. (2000). Pedagogy of the Oppressed. (M. B. Ramos,

Trans.). New York: Continuum.

Janks, H. (2009). Literacy and Power. New York: Routledge.

Transforming Curriculum

https://goo.gl/xVSK40

http://www.daveburgess.com

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HIGHER ORDER THINKING SCHOOLS - SharpSchool