I chose 2 sites because teacherhub provides a great teacher service for connecting with other educators, not to mention a great list of why we need to integrate the arts. Teacherhub is a great tool for teachers to collaborate and share their ideas! I also listed educationcloset because they had some awesome premade lesson plans. I think a lot of us forget that integrating the arts does not always mean we have to "reinvent the wheel" there are resources out there for when our creative juices aren't flowing or when we just don't have the time. The lesson plans on this site are very well laid out and clearly integrate the arts in a meaningful context.
Teachertube - Why to integrate the arts
EducationCloset - Lesson Plans :)
Thursday, July 2, 2015
Friday, June 26, 2015
Arts Standards: Music across Schooling
Music
standards incorporate EARL 1, understanding concepts and vocabulary,
development of skills and techniques, understands genres and styles of various
artists/cultures/times, and implements audience conventions in a variety of
settings and performances. The music integration is a very gradual process that
begins with simple responses, copying the sounds, and learning the fundamentals
of music. During the elementary years the focus is on music “play” where
students listen to and sing familiar songs and explore through games. By 4th
grade the focus shifts to learning about diverse cultural genres and music from
various historical time periods. By middle school students begin to perform,
compose, examine, and interpret music and begin making musical choices based on
their abilities and experience. During middle school and high school the focus
shifts to applying music to student experiences and finding ways to incorporate
it in life.
I was pleased
to see that most of the standards were what I believed was important for
integrating music in the classroom. I was glad to see that integration began
with fun exploration of familiar materials to get kids really interested and
engaged. I also agree that it’s essential to build the fundamental vocabulary and
concepts of music early on, which I believe is a great gateway for learning how
to read (pitch, rhythm, tempo, beats). I was also pleased to see that the
integration of music gradually lead to individual exploration and finding ways
to make it relatable.
I was surprised to see, yet
excited that this included a focus on exploring a variety of artists, cultures,
and historical time periods! With music there are so many genres, especially once
voices are included, which need to be explored! I was also very surprised to
see that performing, composing, examining and interpreting music was not
included until middle school. I think students naturally begin writing their
own songs and are able to start thinking about what music means at a much
younger age. I was also happily surprised to see the “high school advanced”
category that indicated students will use their skills and knowledge in a
career setting.
EALR 1.2
and 1.1 incorporate concepts that are solely learned for music. Students must
understand and apply the specific concepts and vocabulary of music in order to
perform it. The development of skills and techniques in music is also something
that can only occur with the practice and performance of music. On the other
hand, EALR 1.3 and 1.4 would be great compliments to other content areas. The inclusion
of various artists, cultures and historical time periods makes a fluid
connection with social studies. Being able to understand audience conventions
in a variety of setting and performances will nicely compliment writing and
reading in language arts.
I think
that music integration is a fantastic way to get kids engaged, creatively
thinking, and helps develop reading, writing, and social studies skills. Music
can also be used for memorization (such as my “order of operations” song) and
for assessing students’ learning. I want my students to begin composing their
own music early on because it involves critical thinking, writing, reading,
appealing to an audience, and finding ways to creatively express yourself. I
also want to make sure my students have plenty of opportunities to listen to a
variety of music genres/styles and will ask for their feedback on whether they
liked it or not and why.
Wednesday, June 24, 2015
Friday, June 19, 2015
Blog #5: Teacher Interview
The Question: "What does an effective lesson look like in your classroom?"
Response: An effective lesson looks like all kids are actively engaged and excited to be learning. Each lesson will be carefully planned to be relevant and purposeful. The students will always be aware of the learning target which will be clearly displayed for every lesson. I will provide clear directions in student-appropriate terms in written and oral forms to address the needs of ELL and SPED learners. Lessons must incorporate the core standards, however they must also meet the needs and interests of our students. My lessons will be integrating music, arts, and movement as a means to increase students' engagement, critical thinking, motivation, and enduring understanding of the learning targets. Students in my classroom will be very hands-on, collaborative, and creatively thinking. Students who struggle with traditional teaching strategies will have more freedom to express their understanding while those who excel in traditional classrooms will be challenged to stretch their creativity and critical thinking. I will be able to directly monitor the lessons' success through progress monitoring during the activities, creative assessments, and exit slips.
Response: An effective lesson looks like all kids are actively engaged and excited to be learning. Each lesson will be carefully planned to be relevant and purposeful. The students will always be aware of the learning target which will be clearly displayed for every lesson. I will provide clear directions in student-appropriate terms in written and oral forms to address the needs of ELL and SPED learners. Lessons must incorporate the core standards, however they must also meet the needs and interests of our students. My lessons will be integrating music, arts, and movement as a means to increase students' engagement, critical thinking, motivation, and enduring understanding of the learning targets. Students in my classroom will be very hands-on, collaborative, and creatively thinking. Students who struggle with traditional teaching strategies will have more freedom to express their understanding while those who excel in traditional classrooms will be challenged to stretch their creativity and critical thinking. I will be able to directly monitor the lessons' success through progress monitoring during the activities, creative assessments, and exit slips.
My Learning Stations
Hey guys! Here are my learning stations, hope you enjoy.
Art and Social Studies
Movement and Math
Music and Social Studies
Art and Social Studies
Movement and Math
Music and Social Studies
Tuesday, June 9, 2015
Grants: How to get Funding for your Classroom
What it is for:
-On a 2 year cycle where annual funding is between $5,000-$20,000
-Arts learning for K-12 students and educators where students are "engaged in deep and long-term experiences, participate in authentic creative processes, and develop creative habits of mind and 21st century skills in addition to arts skills and techniques aligned with Washington State standards in the arts."
In our classrooms, grants could play a huge role in funding our arts, movement and music education for our students. Especially in Title 1 schools, where music and arts are often the first things to be cut, grants provide students with opportunities to learn in an active and engaging atmosphere. Grants help fund our schools/classrooms with much needed (but not affordable) supplies! It is important to know about and apply for grants because it could be a huge game changer for the activities we can implement in our classrooms. Overall, these grants help increase our students' cognitive, creative, critical thinking, and engagement levels.
Title: ArtsWA
-On a 2 year cycle where annual funding is between $5,000-$20,000
-Arts learning for K-12 students and educators where students are "engaged in deep and long-term experiences, participate in authentic creative processes, and develop creative habits of mind and 21st century skills in addition to arts skills and techniques aligned with Washington State standards in the arts."
-Authentic partnership with community artists where shared goals, support and responsibilities for k-12 art education is implemented throughout the community.
Who can Apply:
"The partnerships include schools and arts organizations, with buy-in from other community partners, such as local arts agencies, teaching artists, district leaders, parent/family groups, consultants, and local businesses."
*Washington state PUBLIC schools grades k-12
Requirements:
Needs a significant amount of partnership commitments, well-developed approaches for improving arts teaching and learning, must effectively plan and be evaluated.
-Schools must follow Washington state arts standards and push for systematic changes in local school districts
- Must have a local focus that emphasizes responding to needs and opportunities and developing resources
- Educators who are up to date on arts research, training, and trends
Deadlines:
Arts in Education Grants require a Final Report at the end of every fiscal year. Final Reports for Fiscal Year 2015 must be submitted via the Grants Online system, and must be received by July 31, 2015.
Wednesday, June 3, 2015
Blog Post #3 - Integrating Lessons
In my classroom I want to make sure to provide meaningful and memorable experiences. I think that an area that is often overlooked is Social Studies where I have experienced and witnessed several teachers simply teaching out of a textbook and expecting the students to memorize places and dates. I think history is something that we need to experience whether it be through museum visits, guest speakers, recreating art, or even role playing events from that time. Due to these reasons I have chosen to incorporate social studies, writing (as a means to reflect upon their experiences), music, and movement in this lesson plan.
Fourth grade students are expected to understand the geographic features of the Pacific Northwest and I think since several of our students are from this area it would be a great opportunity to emphasize their knowledge. I would have students create a song, either rap, blues, pop, country, etc., that emphasizes the geographic features as well as the characteristics of the Pacific Northwest (for example if they want to include the Seattle Seahawks they are encouraged!). This song could be created in groups of 1-3 students and would be performed for the class. The rubric would include 5+ geographic features mentioned, group collaboration, and so forth.
After creating and singing these songs, we would have a grand discussion about why people would want to live in Washington. This would lead into our next activity which includes writing and movement. Each student would be given a number which would lead to the formation of 2 groups. Each group will receive an envelope that describes what they have, where they live, and what they need for survival. The groups would begin creating their shelters/resources and soon one of the groups would start trying to steal/barter/and remove the other group from their land. This "game" is actually a reenactment of colonization in the Pacific Northwest. Warning - this type of game does lead to anger and hostility for some students!! After completing the "game" the students would be asked to create an opinion piece about who they thought should get to keep the land and would support their information with reasons and information.
*Following lessons would include guest speakers from the Nisqually tribe; a research project about colonization, an artistic representation of the resources available in the northwest, and hopefully a local field trip to a museum!
SS EALR 4th Geography 3.2.3
Understands that the geographic features of the Pacific Northwest have influenced the movement of people.
In my classroom I want to make sure to provide meaningful and memorable experiences. I think that an area that is often overlooked is Social Studies where I have experienced and witnessed several teachers simply teaching out of a textbook and expecting the students to memorize places and dates. I think history is something that we need to experience whether it be through museum visits, guest speakers, recreating art, or even role playing events from that time. Due to these reasons I have chosen to incorporate social studies, writing (as a means to reflect upon their experiences), music, and movement in this lesson plan.
Fourth grade students are expected to understand the geographic features of the Pacific Northwest and I think since several of our students are from this area it would be a great opportunity to emphasize their knowledge. I would have students create a song, either rap, blues, pop, country, etc., that emphasizes the geographic features as well as the characteristics of the Pacific Northwest (for example if they want to include the Seattle Seahawks they are encouraged!). This song could be created in groups of 1-3 students and would be performed for the class. The rubric would include 5+ geographic features mentioned, group collaboration, and so forth.
After creating and singing these songs, we would have a grand discussion about why people would want to live in Washington. This would lead into our next activity which includes writing and movement. Each student would be given a number which would lead to the formation of 2 groups. Each group will receive an envelope that describes what they have, where they live, and what they need for survival. The groups would begin creating their shelters/resources and soon one of the groups would start trying to steal/barter/and remove the other group from their land. This "game" is actually a reenactment of colonization in the Pacific Northwest. Warning - this type of game does lead to anger and hostility for some students!! After completing the "game" the students would be asked to create an opinion piece about who they thought should get to keep the land and would support their information with reasons and information.
*Following lessons would include guest speakers from the Nisqually tribe; a research project about colonization, an artistic representation of the resources available in the northwest, and hopefully a local field trip to a museum!
SS EALR 4th Geography 3.2.3
Understands that the geographic features of the Pacific Northwest have influenced the movement of people.
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
http://www.corestandards.org/ELA-Literacy/W/4/
http://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx
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