What Program Did Everyone Use in Elementary School for Art

Arts Integration is an APPROACH to Pedagogy...

approach (n) - a path, road, or other ways of reaching a person or place

This definition begins with the assertion that arts integration is larger than an activity. Rather, arts integration is an approach to instruction that is embedded in 1's daily practice.

An "approach to educational activity" refers to how something is taught rather than what is taught. Every instructor has an approach to teaching, whether or not they are aware of it. Approaches fall along a continuum from traditional, teacher-centered instruction to more than progressive, student-centered instruction. Ultimately, our arroyo is based on our beliefs about how students acquire. As an approach to education, arts integration relies heavily on the progressive, pupil-centered end of the continuum.

This approach to teaching is grounded in the belief that learning is actively built, experiential, evolving, collaborative, problem-solving, and reflective. These behavior are aligned with electric current enquiry about the nature of learning and with the Constructivist learning theory. Constructivist practices that align with arts integration practices include:

• Drawing on students prior noesis
• Providing agile easily-on learning with authentic problems for students to solve in divergent ways
• Arranging opportunities for students to learn from each other to enrich their understandings
• Engaging students in reflection most what they learned, how they learned it, and what information technology ways to them
• Using student cess of their ain and peers' piece of work every bit function of the learning experience
• Providing opportunities for students to revise and meliorate their piece of work and share it with others.
• Edifice a positive classroom environment where students are encouraged and supported to take risks, explore possibilities, and where a social, cooperative learning community is created and nurtured.

Students Construct and Demonstrate Understanding...

understand- (one) to go or perceive the meaning of; to know or grasp what is meant by; comprehend (2) to gather or assume from what is heard; to infer 3) to know thoroughly; grasp or perceive clearly and fully the nature, graphic symbol, functioning, etc. of 4) to take a sympathetic rapport with

Constructing understanding of one's world is an agile, mind-engaging process. Information must exist mentally acted upon in lodge to have significant for the learner.¹

Arts integration provides multiple ways for students to make sense of what they acquire (construct understanding) and make their learning visible (demonstrate agreement). It goes beyond the initial pace of helping students larn and retrieve information to challenging students to take the information and facts they take learned and do something with them to build deeper agreement.

"In the arts students take central and active roles as meaning makers. This role demands that they not only acquire knowledge but they develop the capacity to reflect on what they are learning and to use it as they translate and create works of art."^two

Students' visible demonstrations of learning serve as both formative assessments to guide instruction and summative assessments to determine what students take learned. For case, when students are challenged to work every bit choreographers to create a dance that demonstrates how the seasons modify, they must build their understanding of the vocabulary and concepts shared by scientific discipline and trip the light fantastic (such equally rotate, revolve, cycles, patterns, and change). Their dance volition reverberate their understandings and provide teachers with a quick, effective means to determine whether individual students know the difference between rotate and revolve, if a group understood the cyclical nature of the seasons, or if the class has mastered how to demonstrate the concept of change through physical motion.

...Through an Art FORM

art class (n) - any branch of artistic piece of work in the arts (visual arts, trip the light fantastic toe, drama, music); the products of artistic work

Students can construct and demonstrate their understanding in many ways. Traditionally, they are asked to communicate their learning through a study or on a test. Even so, when they are involved in arts integration, their learning is evident in the products they create, such as the dance, painting, or dramatization.

Students can—and should—have opportunities to construct and demonstrate their understandings in various means. Nationwide, classrooms accept become, and continue to become, more than culturally, economically, and academically various. And yet, a cracking deal of instruction relies primarily, and sometimes exclusively, on speaking and writing as the manner for students to show what they know. Today's research points to the power of learning through a variety of senses or modalities. Teachers are encouraged to plan instruction that engages students in visual, aural, and kinesthetic learning modalities then that students tin can actively process what they are learning. The recognition of the arts as powerful modalities for learning is embedded in this function of the definition. By their nature, the arts engage students in learning through observing, listening, and moving and offer learners various ways to acquire information and act on it to build agreement. They also offer a natural way to differentiate instruction every bit the arts offer multiple modes of representation, expression, and appointment.³ Additionally, the arts provide an authentic context in which students solve problems such as those encountered by professional artists.

Students Appoint in a Creative PROCESS...

inventiveness (n) - an imaginative activity fashioned so as to produce outcomes that are original and of value⁴

The heart of arts integration is date in the creative process. Arts integration requires that students do more repeat (a song), copy (an fine art projection), or follow directions. They must create something that is original and of value. The creative procedure in the arts is a process not a single effect. It includes many interacting phases and each stage is related to every other.⁵ At that place are many descriptions of the creative process. The one provided hither is a synthesis of ideas from many different sources. In this diagram, the procedure is made visible equally five open circles. 1) Students imagine, examine, and perceive. 2) They explore, experiment, and develop craft. 3) They create. 4) They reverberate, assess, and revise, and 5) share their products with others. Arrows indicate the ways 1 tin enter the process and the myriad ways the phases interact.

When students engage in the creative process, they produce original work that communicates their ideas, insights, points of view, and feelings. The artistic process tin be "messy." It is difficult to predict what will happen, be discovered, or emerge during the process. Learners engage in enquiry and experimentation as opposed to post-obit rigid, pace-past-step rules. Some ideas, one time explored, do not work well, while other ideas that were not originally considered, may surface as the perfect solution. If teachers are overly concerned with a "neat" process and product, they tend to make the creative choices for students and direct the outcome. In these cases, the creative process is present, but only for the instructor. It is the teacher'south or education artist's responsibility to set a creative problem or claiming for students to solve, but not to take over and solve the challenge for the students.

...Which CONNECTS an art grade and Another Discipline...

connect (v) - to join, link, or fasten together; unite or bind

A distinguishing aspect of arts integration is its interdisciplinary connections. Connections are made betwixt a specific art class and a specific curriculum expanse. For example, collage can exist connected to the study of geographical regions or choreography tin can be connected to the study of life cycles. Connections tin likewise be made between a specific art form and a school's concern or need. Schools ofttimes identify a focus for improvement that is sometimes outside the formal curriculum. For example, the arts can connect to school concerns such as character education/bullying, collaboration, habits of mind, or multiple intelligences.

Both connections—to curriculum or a business organisation/need—are strongest when they are mutually-reinforcing. In other words, past engaging in learning in one bailiwick, learning in the other subject is reinforced and extended, and vice versa. Rather than imagining connections as two intersecting lines, mutually-reinforcing connections function as a cycle.

For example, students are challenged to create a tableau (motionless stage picture show) that depicts a defining moment of the Trail of Tears. They must examine the social studies content, observe out what led to the United States government forcibly relocating the Native Americans west of the Mississippi River, and determine the impact the dislocation had on the Native Americans. They must and then dribble their understandings into a tableau, which requires them to consider stage limerick, characters, deportment, relationships, and expression. Because a tableau is so curtailed, students must return to the social studies curriculum to determine the most meaning data. One time the tableau is created, students are challenged to compose brusque statements that they will speak within the tableau. Once more, they must return to the social studies content, synthesize it, and make inferences. With each rotation through the bicycle, student learning in both theatre and social studies is reinforced and deepened. The more than they learn about the Trail of Tears, the more their tableaus develop; the more than their tableaus develop, the more they build their understanding of history.

...and meets EVOLVING OBJECTIVES in both.

evolve (5) - to develop gradually

This final function of the definition underscores two ideas. First, arts integration requires teachers to gear up objectives in both the fine art course and the other discipline area. The dual objectives are counterbalanced; students are accountable for significant learning in both the art course and the other subject.

2d, simply as objectives evolve and claiming students to deepen their understandings in science, math, or linguistic communication arts, objectives in the art form must also evolve if students are to remain challenged. A pupil does not learn to express ideas through dance in ane session. Every bit students master each objective, they are ready to take on the next, more challenging ones. Teachers monitor student progress and adapt objectives to keep students challenged and interested within a unit or across a yr. Equally students' mastery grows, and then do their feelings of self-efficacy—the conventionalities in oneself and ane's ability to achieve.

Teachers are familiar with the evolving nature of objectives in math, language arts and other subject areas. They are less familiar with evolving objectives in the arts. Hither is an example in dance:

• The objective is for students to create and perform a movement phrase set to a slice of music. This objective tin brainstorm with small groups of students choosing their movement phrase from a limited set of options and where the teacher counts the beat out aloud. Once mastered, the objective evolves every bit students create their own motility phrase without pre-set up options and tin recall and repeat it. The objective further evolves as students are able to count the beat on their own. The objective evolves once again as students are challenged to refine the quality of their movements. The evolution of objectives can pertain to 1 specific experience with a trip the light fantastic or can evolve as students have multiple experiences with trip the light fantastic across a schoolhouse year.

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Source: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/what-is-arts-integration/