ARTS INTEGRATION AND THE MCCRS How the Arts are important and aligned with the MCCRS, regarding student achievement. Tamara Mills, Worcester County Public Schools Angie McCracken, Worcester County Public Schools Summer 2014

TERMINOLOGY  For today’s purposes, we will use Common Core State Standards, as they are the foundation of the MCCRS.  Turn-and-Talk to your elbow partner…  What is the difference between:  Arts Education  Arts Exposure  Arts Integration

 Today, we will be speaking of Arts Integration and Arts Exposure today. NOT Arts Education. TERMINOLOGY

The Elements of Visual Art The Elements of Theatre The Elements of Music The Elements of Dance (Maryland Artist/Teacher Institute)

WHY ARE WE TALKING ABOUT ARTS INTEGRATION?  A recent Adobe creativity study: 88% of U.S. professionals believe that creativity should be built into standard curricula.  Companies are looking for more than graduates who can do specific tasks, they want employees who can also think differently and innovate.  To be successful, students need an education that emphasizes creative thinking, communication and teamwork. According to Sir Ken Robinson (Creativity in Education expert), "Creativity is not an option, it's an absolute necessity.“ ( Adobe Education, Dec )

( Ready to Innovate: Key Findings, 2008 ) WHY ARE WE TALKING ABOUT ARTS INTEGRATION?

ASSUMPTION:  “With the implementation of the Common Core, I no longer have time to use art, music and other supplementary materials in my classroom. I teach reading and math.”  However…we know that the CCSS call for content knowledge as well as 21 st century competencies!

WHAT IF….  … we could show you that you can use a piece of music or artwork in order to teach that Common Core standard?  …And that the students who usually struggle in your reading/math class, may (and often do) perform better?

CURRENTLY, IN AN ARTS CLASS  Standard Perceiving and Responding: Aesthetic Education  Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.  Standard Historical, Cultural, and Social Context  Students will demonstrate an understanding of visual art as an essential aspect of history and human experience.  Standard Creative Expression and Production  Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.  Standard Aesthetics and Criticism  Students will demonstrate the ability to make aesthetic judgments. (www. MDK12.org )

SOON, THIS WILL LOOK LIKE  Artistic Process 1- Creating  Generate and conceptualize artistic ideas, Organize and develop artistic ideas, Refine and complete artistic ideas and work.  Artistic Process 2 - Presenting  Analyze, interpret and select artistic work for presentation, Develop and refine artistic techniques and work for presentation, Convey meaning through the presentation of artistic work  Artistic Process 3 - Responding  Perceive and analyze artistic work, Interpret intent and meaning in an artistic work, Apply criteria to evaluate artistic work  Artistic Process 4 - Connecting  Synthesize and relate knowledge and personal experiences to make art, Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding ( National Coalition for Core Arts Standards, DRAFT, February 2014)

THE COMMON CORE SHIFTS SUMMED UP:  ELA has Anchor Standards that need to be mastered by the time students graduate high school in order to be ready for college and career.  Anchor Standards progress at each grade level.  The Common Core State Standards emphasize making connections across grade levels and disciplines.  The CCSS emphasize processes, rather than product.

HOW THE CCSS ARE ORGANIZED (Common Core State Standards Initiative, 2012)

LET’S TAKE A LOOK AT HOW THE ARTS CAN BE INTEGRATED INTO THE READING STANDARDS

Everything taught in the READING standards involves TEXT!!

SO, ARE THESE TEXTS? (Vermeer, 1665, Hague, Netherlands)

HOW ARE THEY TEXTS?  Any medium (the art form and supporting materials/documents) that artists use to communicate and express ideas, thoughts and feelings that an audience can respond to, analyze, interpret, and evaluate, including works of art performed and created by Master artists, professionals, amateurs, and students. (Maryland State Department of Education, 2012)

WHAT ARE “TEXTS” IN FINE ARTS?  Turn-and-Talk to your elbow partner…  What could you as a piece of text in your classroom in each of the fine arts?  Dance  Music  Theatre  Visual Arts  Media Arts

I SEE, I THINK, I WONDER  What do you SEE?  What do you THINK about that?  What does it make you WONDER?

GEORGE GROSZ “BERLIN STREETSCENE” 1930, WATERCOLOR, INK, OIL  Elegant lady in heels in fashionable district  Dapper gentleman winking  Interested only in their own flirtation  Threadbare suited man begging for money  Political statement about the appalling social conditions in post-WWI Germany  A satire on selfish greed, depraved sensuality  The creepy qualities depict the artist’s disgust at decaying society  Depicts distorted morals, propaganda, self- indulgence  Artist vented anger through satirical caricatures  Eventually led to the artist’s emigration to the USA

WHAT IS A CLOSE READ? Turn-and-Talk to your OTHER elbow partner…

DON’T WE DO THE SAME THINGS? When students analyze a painting, they: When students analyze a traditional written text, they:  Closely observe  Make logical inferences  Identify and study context, mood  Study artist’s choices of elements  Make and support conclusions  Identify and study themes  Closely observe  Make logical inferences  Identify and study context, mood  Study artist’s choices of elements  Make and support conclusions  Identify and study themes

SO, NOW BACK TO THE STANDARDS… (The College Board, 2013)

THAT’S READING, WHAT ABOUT THE OTHER COMPONENTS OF ELA? (The College Board, 2013)

SPEAKING AND LISTENING? (The College Board, 2013)

LANGUAGE? (The College Board, 2013)

IN SUMMARY… ( National Coalition for Core Arts Standards,

WHAT DOES THIS INTEGRATION LOOK LIKE IN THE CLASSROOM?  Pre-Assessment:  Class discussion on making choices when faced with 2 options  What do they value?  What does NOT weigh in?  Engagement:  Read the poem  Divide students into four small groups  Each group synthesizes one stanza and says what it means to them in ONE sentence Picture yourself in a 7 th grade English class. You are studying the universal theme of “coming of age”. The teacher is going to use Robert Frost’s “The Road Not Taken”. (Education Closet, 2014)

WHAT DOES THIS INTEGRATION LOOK LIKE IN THE CLASSROOM?  Activity:  Summarize all stanzas and decide on an overall understanding of the poem.  Bring conversation back to their initial discussion on making choices.  Activity:  View “A Day in the Life”  CDSPe2-uc&feature=youtu.be CDSPe2-uc&feature=youtu.be  Video on how museum curators make choices about what to include in their art collections. (continued) (Education Closet, 2014)

WHAT DOES THIS INTEGRATION LOOK LIKE IN THE CLASSROOM?  Activity:  Discussions:  How do curators make their choices?  Do they take the road less traveled, or opt for more well- known pieces?  Why?  Activity:  Ask students to present (30 seconds – 1 minute) to the class a choice that they made that represented forging their own path.  They must use artworks from pre-selected museum websites to tell their story. (continued) (Education Closet, 2014)

WHAT DOES THIS INTEGRATION LOOK LIKE IN THE CLASSROOM?  Closing:  Create an art gallery  “Road Not Taken” Museum  Assessment:  Design a rubric that measures the students’ ability to synthesize details into an overarching theme.  Apply the same rubric to their gallery. (continued) (Education Closet, 2014) Which MCCR Standard did you teach/address? Which Arts Standard did you teach/address? MDCCR Standard RL.8.2MD VA 2.4.a. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Compare ways in which themes, ideas, and issues in human experience are translated and expressed through the arts, humanities, and sciences.

21 ST CENTURY SKILLS Viewing multiple works of art, using criteria to describe, analyze, interpret and make judgments. Students study an text, listen to a composer’s music which reflects that text. They create their own unique musical compositions in that composer’s style and relate back to the text. Students use visual storytelling when viewing artworks to convey ideas, mood or personal meaning. Students debate sides of an issue, get into groups and create dances to reflect their perspectives. ( Partnership for 21 st Century Skills, 2011)

LISTENING X 2

QUESTIONS? DISCUSSION? Thank you so much for your attendance and participation! Tamara Mills, Worcester Co. Schools Angie McCracken, Worcester Co. Schools References: Lichtenburg, James and Chris Woock and Mary Wright. (2008). “Ready to Innovate: Key Findings”. The Conference Board, Americans for the Arts, and American Association for School Administrators. New York, NY. McCaffrey, Marcia and Pam Paulsen. (January 2013). “National Coalition for Core Arts Standards Leadership Team Presentation”. State Education Agency Directors of Arts Education (SEADAE). New York, NY. Riley, Susan. (2012). “ Fifth Grade Arts Integrated Math Touchpoints”. Anne Arundel County Public Schools. Annapolis, MD. Tucker, Jay. (2012). “What are ‘texts’ in fine arts?”. Maryland State Department of Education. Baltimore, MD. Zuckerman, Sarah Reynolds. (2012). “Learning to Look: How rigorous arts classrooms provide insight into teaching the Common Core State Standards”. America Achieves. Washington, DC. Education Closet: Professional Development for Integration and Innovation in Teaching Edutopia: Arts Integration, how you can do it! lesson-plans ArtsEdge: The Kennedy Center. Connect, Create.