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Integrating the Arts into the Classroom
Cathy Brooks, Sara Gierach, Lindsey Johnston, & Mary Pizzala
Summit View Elementary Magnet SchoolA School of Integrated Arts, DesigN, and Creativity
Summit View INC is located in Waukesha, Wisconsin. We are a magnet school with a focus on integrating arts, design, and creativity. Our journey of integrating the arts into our curriculum began in the fall of 2012. Since that time we have continued to develop our skills as educators to engage students by providing them with the opportunities to demonstrate academic understanding through different art forms. The Summit View staff has participated in a variety of workshops, conferences, and professional learning communities including: Oshkosh Arts Core Colony, The Kennedy Center Arts Integration Conferences in Washington DC and Madison, a partnership with First Stage Theater Company in Milwaukee, several collegial study groups, and book clubs.
Retelling Stories Through Puppetry in the Kinderga Classroom
Theatre Content Standard Two: PERFORMANCEStudents in Wisconsin will work and think as actors and develop basic acting skills toportray characters who interact in improvised and scripted scenes.
Common Core Standards LiteracyCCSS.ELA-LITERACY.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details.
Exploring Art of the Masters in the Kindergarten Classroom
Wisconsin Academic Standards- Visual ArtsContent Standard Eight: VISUAL THINKINGStudents in Wisconsin will develop perception, visual discrimination, and media literacy skills to become visually educated people.
Content Standard Eleven: MAKING CONNECTIONSStudents in Wisconsin will make connections among the arts, other disciplines, other cultures, and the world of work.
Common Core Standards: LiteracyCCSS.ELA-LITERACY.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Masters in Math
Masters on “Dot Day”a celebration of creativity , courage and collaboration
Beautiful Fall Sunflowers
Language Workshop & Music
Wisconsin Academic Standards- Reading Language ArtsCCSS.RL3 With prompting and support, identify characters, setting, and major events in a story.CCSS.RL5 Recognize common types of textsCCSS. RL6 Name author and illustrator of a story and define the role of each in telling a storyCCSS.RL10 Actively engage in group reading activities with purpose and understanding.
Wisconsin Academic Standards- MusicContent Standard One: SINGINGSing, alone and with others, a varied repertoire of music.Content Standard Two: INSTRUMENTAL Play, alone and with others, a varied repertoire of music on instruments.THANKS, Nathan Krueger, for sharing your talents with us! Thanks, ArtsCore, for your inspiration and our musical instruments!
DescriptionIn language workshop, a text is shared for 3 or 4 days to build a deeper understanding within the boundaries of our state standards.
Day 1: Read The Very Lonely Firefly by Eric Carle and discuss sources of light.
Day 2: Introduce recitative and teach the melody for the repeating phrase from book. Reread The Very Lonely Firefly with students singing repeating phrase.
Day 3: Introduce musical instruments and demonstrate how to play appropriately and respectfully. With students, choose instruments to represent the different sources of light within text. (This book isn’t a perfect fit for matching sounds but we are laying the foundation for further work.) Divide students into two groups. First group sings recitative and second group plays instruments while story is read. Switch roles and read again.
Suggested Texts for Musical IntegrationThe Very Hungry Caterpillar, Eric Carle - recitative
Apple Tree, Apple Tree, Mary Blocksma- recitative
Goodnight, Owl, Pat Hutchins - musical instruments
The Little Old Lady Who Wasn’t Afraid of Anything, Linda D. Williams - musical instruments
The Napping House, Audrey and Don Wood - musical instruments
Chicka Chicka Boom Boom, Bill Martin, Jr. - recitative
Bear Snores On, Karma Wilson - musical instruments
Language Workshop & SculpturesWisconsin Academic Standards- Reading Language ArtsCCSS.RI2 Identify the main topic and retell key details of a textCCSS RI4 Ask and answer questions about unknown words in a textCCSS RI 10 Actively engage in group reading activities with purpose and understanding
Wisconsin Academic Standards- Visual ArtsContent Standard One: ART AND DESIGN KNOWINGStudents will know and remember information and ideas about the art and designaround them and throughout the world.Content Standard Three: VISUAL DESIGN AND PRODUCTIONStudents will design and produce quality original images and objects, such as paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer images.Content Standard Five: VISUAL COMMUNICATION AND EXPRESSIONStudents will produce quality images and objects that effectively communicate and express ideas using varied media, techniques, and processes.
Description
Using In Mary’s Garden, as our mentor text, the students explored the theme of personal growth over time. In language workshop, students are welcome to initiate an activity inspired by the book. This book inspired the class to create a sculpture after finding objects in the melting snow at recess!
Day 1: Read In Mary’s Garden by Tina and Carson Kugler and discuss Mary’s favorite activities as a child and as an adult. Students related to this story
Day 2: Reread In Mary’s Garden with students and highlight new vocabulary.
Day 3: The students returned from recess with “treasures” that were found on the playground and suggested that we make our own sculpture! Their idea became a lesson in design and creativity. Students were invited to bring objects from home and the next week we spent 90 minutes looking over the materials that were available, designing our sculpture, and then moving our design to reality.
Creating Sculptures1. Examine our materials.
2. Draw your design.
3. Put your plan into form.
Language Workshop & Visual ArtWisconsin Academic Standards- Reading Language ArtsCCSS RI 2: With prompting and support, identify the main topic and retell key details of a textCCSS RI 4: Ask and answer questions about unknown words in textCCSS RI 9: Identify basic similarities in and differences between two texts on the same topic, with prompting and supportLanguage StandardsCCSS 2a Capitalize the first letter in a sentence and the pronounReading Foundational SkillsCCSS RF1b Recognize that spoken words are represented in a written language by specific sequence of lettersCCss RF1d Recognize and name all upper and lower case letters
Waukesha Art StandardsCraftsmanshipAttends to precision while creating quality workCreativitySolves problems by generating original ideasConnectionsApplies knowledge of an artist, movement, culture, and/or other subject matter
Names in the Style of Matisse
First we “discovered” the French artist, Henri Matisse, in language workshop. With partners, the students were able to learn a great deal about Henri Matisse by interpreting the illustrations in Henri’s Scissors, Henri Matisse:Drawing With Scissors, Matisse: The King of Color, and Colorful Dreamer: The Story of Artist Henri Matisse. After their interpretations were confirmed and refined during several readings, the students designed their own colorful name plates “drawing with scissors” in the style of Henri Matisse as a language workshop day 4 activity.
Physical Education & Science: Using movement and engineering to create snowshoes
E.P.I.C.
E = ExperientialP = PossibilitiesI = InvitingC = Creativity
Parent letter
Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials and time.
DescriptionThe students task was to build functioning snowshoes from repurposed, natural and recycled materials. Students utilized Design Blueprints and the engineering process in order to design, test and create snowshoes.
D
Design Process
Design Blueprint
Movement & Science: Using Dance and Song to Demonstrate
Understanding of the Water Cycle
Description
In science and environmental studies at the beginning of the fifth grade year, students study water and its impact on the environment. Students used movement to demonstrate their understanding of the water cycle and its impact on the environment. Students also learned about the elements of dance to incorporate these movements into a choreographed routine.
Dance and Science StandardsDance Content Standard One: Motor Learning
We will recognize, understand and demonstrate movement elements and skills in dance.
Dance Content Standard 4: Choreography
We will create movement compositions based on choreographic principles, processes, and forms.
Science Standard 5 ESS2-2:
Describe and graph amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on earth.
Water Cycle Discussions
Storytelling & Literature: Using Storytelling Techniques
to bring Memoirs to Life
StandardsARTS:
Theater: Performance 4.1.2: Interpret story elements in a guided drama experience
Theater: Performance PR 5.1.2: Demonstrate the relationship between and among body, voice, and mind in a guided drama experience.
Theater: Performance PR 6.1.2:Contribute to group guided drama experiences and informally share with peers.
SPEAKING AND LISTENING:
SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally
SL 2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
READING:
RL 2.2: Recount stories, including folktales and fables from diverse cultures and determine their central message, lesson, or moral.
RL 2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL 2.9: Compare and contrast stories in the same genre
RL 2.10: Read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently
StorytellingStorytelling is an art form that helps engage students and it is meaningful and relevant to their lives.
After attending a fabulous presentation by Stuart Stotts, we were excited to use storytelling with our students.
Students learned how to use their face, body, and voice to be effective storytellers
Students also practiced storytelling using fables to practice using their face, body, and voice
Students told their own story using personal memoirs written Writer’s Workshop
Students practiced storytelling with fables in small groups.
Students then used their own memoirs to practice storytelling skills.
Teacher ResourcesThe following resources have been used in the collegial studies and book clubs at Summit View, INC.
Creating Meaning Through Literature and the Arts: A Integration Resource for Classroom TeachersClaudia E. Cornett
Discovering Great Artists: Hands-On Art for Children in the Styles of the Great Masters Mary Ann F. Kohl Kim Solga
Creative Thinking and Arts-Based Learning: Preschool Though Fourth Grade Joan Packer Isenberg, Mary Renck Jalongo
Educational Leadership February 2013. Volume 70. Number 5 “Creativity Now!”
Syllabus: Notes From an Accidental Professor Lynda Barry
Contact Information
Cathy Brooks: [email protected]
Sara Gierach: [email protected]
Lindsey Johnston: [email protected]
Mary Pizzala: [email protected]
