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ARTS INTEGRATION The Beverley Taylor Sorenson Arts Learning Program at the University of Utah & Westminster College of Fine Arts

Beverley Taylor Sorenson and Her Vision… A tireless champion for the Arts Was a fixture on Capital Hill lobbying for the arts Passed away at age 89

Sorenson Legacy Foundation and Beverley have committed more than $50 million to program, including establishing higher education programs at major colleges and Universities in the state.

BTS is now written into USBE bylaws as an ongoing program in the state’s schools

MONTHLY BTS NEWSLETTERS Parents and teachers can sign up for monthly newsletters – packed with the best lessons, projects, products the state has to offer.

Definition of Arts Integration: Arts Integration is an approach to teaching in which students construct and demonstrate understanding of curriculum through an art form. Students engage in a creative process which connects an art form (music, dance, theatre, film/visual media, or visual arts) and another subject area and meets evolving objectives in both areas of instruction. ~ Kennedy Center ~

Why Integration?

21st Century Thinking Skills: Learning and innovation skills will separate students who are prepared for the increasingly complex living and work environments from those who are not. “A focus on creativity, critical thinking, communication, and collaboration is essential to prepare students for the future.”  Creative students will: Demonstrate originality and inventiveness Develop, implement, and communicate their new ideas Remain open to new perspectives Act on creative ideas The deeper you go, the better the learning outcome.

Integrating the arts into academic learning engages students, creates safe learning environments, and has the potential to bring together & represent an entire school & community.

BTSALP Model & Beverley T. Sorenson In March 2008, the Beverley Taylor Sorenson Elementary Arts Learning Program Senate Bill 02, S53A-17a162 was passed by the Utah Legislature. Implementation began during the 2008-09 school year. The BTSALP schools select a primary art focus (music, dance, theatre, or visual art) as part of their grant application. Funding was for four years and in 50 Utah schools. The program is in its 9th year of implementation and is now funded by Utah State Legislature & Sorenson Legacy Foundation and serving over 450 schools.

ADVOCACY

BTSALP Schools by Art Form

What is the Model? Integration of Arts core into core subject areas, as a strategy for improving the social, emotional, core academic, and arts learning of students in elementary schools. Planning time in which the arts specialist and classroom teacher collaboratively design lessons that intentionally integrate the art core standards with other core subject matter. Side-by-Side Teaching, which occurs when the arts specialist and classroom teacher conduct lessons together, blends expertise of the arts specialist in the art form and teachers in the core subject areas to improve student engagement and enhance student’s mastery of subject matter. Professional Development, as provided by Professional Development Partner (PDP) who are selected and hired by partnering universities.

SCHOOL ART TEAMS

Examples and Non-Examples of Integration Example 1: Music Singing the ABC’s Applying rhythm patterns (A,B,A,B) to the ABC’s while introducing pitch, melody, and tempo. From there young readers integrate rhythm patterns to vocabulary words they are learning.

Examples and Non-Examples of Integration Example 2: Dance Putting on the song, Cha-Cha Slide and having your students dance to the CD Students are studying Cuban culture. As a class they discuss how music and dance play a part in every day life. From there, students learn Cha-Cha rhythm patterns, syncopation, and have an opportunity to create their own Cha-Cha movement patterns with a partner. Students then write a reflection making connections to their own personal culture.

Examples and Non-Examples of Integration Example 3: Theatre Students stand and read the Aesop Fable, The Tortoise and the Hare. Students put on costumes (rabbit ears and a tortoise shell) to depict the characters while they read the story. Students read some of Aesop’s Fables and break into groups to create their own fable using elements of drama – character, plot, setting, and conflict. Students then bring their original pieces to life using their voice (projection and character voices) and their bodies (character walk, eye contact with the audience and fellow actors) to tell the story.

Examples and Non-Examples of Integration  Example 4 Visual Art: Students read about Ancient Egypt and color a page about King Tut and the pyramids. Students read about the Ancient Egyptians and work in groups to design and paint Egyptian inspired clay pots. Students write an artist statement describing their inspiration, their choices in composition, arrangement, color, and design.

Side-by-Side: Empowering Classroom Teachers To Integrate The Fine Arts Into Academic Learning – See Handout What is Side-by-Side Teaching the the BTS Arts Learning Program? A teaching partnership between a specialist in an art form and a classroom teacher. The art specialist teaches the art skills. The classroom teacher serves as the specialist in the core content area. They work together to integrate curriculum to improve student learning in selected areas. The focus for integrated lessons for 2014-2015 will be the English Language Arts Common Core Anchor Standards.

Collaborative Planning Time It is essential to have on going monthly collaborative planning time between the classroom teacher and the specialist. Planning 4 weeks out will cut down on the number of planning meetings that need to take place. Providing the specialist with curriculum maps at the beginning of the year is very helpful. Create clearly defined roles for each integrated unit. The outcome, learning goals, and who is taking the lead on each portion of the integrated unit.

BTSALP at Woodrow Wilson Elementary: Rosie Mitchell, BTSALP Visual Art Specialist, http://art4cast.wikispaces.com

Arts Integration A key component of the BTS ALP is the integration of arts with core subjects. The BTSALP specialists reported a total of 22,671 arts integrated lessons during the 8-month data collection period, as illustrated in Figure 1. Figure 1. Total Number of Arts Integrated Lessons

Professional Development: University of Utah & Westminster College The University of Utah & Westminster College are legislatively mandated to provide professional development to each BTSALP school in their Regions. This includes PD support for BTS specialists as well as classroom teachers. The University of Utah & Westminster College offer Arts Integration PD workshops throughout the year in all art forms. Email reminders about upcoming workshops will be sent to all schools. Re-licensure points and USOE credit are given for each workshop.

Important PD Dates! All workshops are free to BTS specialists and classroom teachers. Bookmaking at the University of Utah Marriot Library Saturday, October 11 from 1:00-5:00 Autism and the Arts – Dr. Ryan Hourigan will provide a full- day PD workshop for BTS specialists at the University of Utah Tuesday, March 3 from 9:00-4:00. BTS will pay for subs and supplies.

Outcomes BTSALP Schools: Engage in arts integrated lessons in K-6 classrooms, including lessons arts integrated lessons in language arts, math, science, and social studies. Integrate arts more frequently with language arts in grades K-3; with social studies in grades 4-6. Continue to develop and improve arts integrated lessons through intentional planning and collaboration. Host community “informances” and performances to celebrate students learning and artistic accomplishments; the themes of these events were often designed to reinforce the integration of the art forms and core subject areas.

Contact Information Kelby McIntyre-Martinez, Program Director, BTSALP University of Utah Kelby.mcintyre@utah.edu Rebecca Penerosa rpenerosa@westminstercolleg e.edu