1. Best Practices in Visual Art, Music, Dance and Theater Best Practices in Visual Art, Music, Dance and Theater “Imagination is more important than knowledge.” -Albert Einstein -Albert Einstein

2. Morning Work Good morning class. Please choose one activity to complete for morning work. -Draw a picture of a plant and label its parts. OR OR -Write a short jingle (song) about plants.

3. Introduction/Classroom Story “Clone Galleries” Cross-city pen pals Russian students / African American and Hispanic students Family history project Portraits, choreographed dances, poems and stories Neighborhood project Through the arts the students learned about differences and cultures

4. The Arts in School and Society Visual art, music, drama, and movement are many times looked at as “extras” Elementary school – arts are a special, simply a break for the teacher Secondary – usually electives High school/college prep. – encouraged to take more “challenging” courses Everyday art has little importance in our schools

5. Math Jingles

6. Go Away Big Green Monster!

7. Best Practices Students should do art, not just view art. Students should do art, not just view art. -Not assigned -Not assigned -Teachers provide materials and tools -Teachers provide materials and tools -Integrated -Integrated The arts should be integrated across the curriculum as well as taught as separate disciplines. -Balanced -Balanced -Art can help make connections and create an understanding -Art can help make connections and create an understanding in real life situations in real life situations -Life is integrated; the arts should be integrated -Life is integrated; the arts should be integrated

8. Best Practices Best Practices Children need to exercise genuine choice, control, and responsibility in their art making. - Identical art should not line the hall - Identical art should not line the hall - Teacher guided - Teacher guided - Give choices within assignments - Give choices within assignments - Free time to explore - Free time to explore Students should be helped to nurture their special talents and to find their strongest art form. - Everyone has different strengths and talents - Everyone has different strengths and talents - Howard Gardner’s 8 multiple intelligences - Howard Gardner’s 8 multiple intelligences - The arts should be celebrated - The arts should be celebrated

9. Dandelion Dandelion

10. Best Practices Best Practices The arts should be used as a tool of thinking. -Art does not have to be completed or displayed -Art does not have to be completed or displayed -Spontaneous art engages learning styles -Spontaneous art engages learning styles Students should experience a wide range of art forms. - Music, drama, visual art, dance - Music, drama, visual art, dance -Art from home and community should be welcomed and not judged -Art from home and community should be welcomed and not judged Students should have opportunities to share their work. - No competition - No competition -An audience is part of the arts cycle -An audience is part of the arts cycle -Nobody is left out -Nobody is left out

11. Best Practices Best Practices Children should attend a variety of professional arts events. - Varied –Great for poorer communities –Integrated Artists should be present in schools and classrooms. - Provides a chance for meeting and observing –Form partnerships with community arts organizations All teachers, not just arts specialists, should be artists in their classroom. - Teacher must also take risks and grow artistically –Artists are thought of as gifted

12. How Can Parents Help Their Children? Immersion -provide many opportunities to participate in art related activities -provide many opportunities to participate in art related activities LET CHILDREN WATCH TV!!! Art events and activities Make art together Children response Provide art supplies and materials -Shop and gather these items together -Shop and gather these items together Extra curricular art lessons and activities Child’s interest -DON’T FORCE!!! -DON’T FORCE!!!

13. What Can Principals Do? Immersion -model art for the students -model art for the students Share your artistic talents with your students and teachers -encourage them to be artists and find their talent -encourage them to be artists and find their talent Be an engaged audience for students -provide feedback -provide feedback Provide art supplies, materials, space -inventory, budget, grants, community partner -inventory, budget, grants, community partner Celebrate and integrate the arts into your school Involve parents and families in school art programs The art specialist Make it known to all that the arts do matter -Encourage art integration into lesson plans -Encourage art integration into lesson plans -Be an art advocate! -Be an art advocate!

14. Sound & Movement Story

15. When you hear… CLOMP, CLOMP- pound your fists on the table! WIGGLE, WIGGLE- crinkle and rub the paper together! SHAKE, SHAKE- shake the maracas! CLAP, CLAP- wave the hand clappers back and forth very fast! NOD, NOD- move your head up and down!

16. Standards Incorporates content area standards AND fine art standards “Infused” into the teaching Makes schooling more motivating and engaging Example from Go Away Big Green Monster VA.2.13 The learner will be able to discuss and expressive qualities of artworks and gives personal interpretation of each ELA2R4 Student uses a variety of strategies to gain meaning from grade-level text.

17. A Social Studies Lesson SS33H1: The student will explain the political roots of our modern democracy in the United States of America –A) identify the influence of Greek Architecture V.A.3.17 The learner will associate art made in a particular style with the culture from which it was created

18. References Zemelman, S, Daniels, H, and Hyde, A. Zemelman, S, Daniels, H, and Hyde, A. (2005). Best Practice: Today’s Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.

19. Lesson Plan Websites http://www.education-world.com/a_tsl/archives/ah.shtmlhttp://www.learnnc.org/lessons/search?grade=4&start=141&count=20http://artsedge.kennedy-center.org/teach/les.cfmhttp://artswork.asu.edu/arts/teachers/lesson/dance/dance3.htmhttp://www.ericdigests.org/2003-4/gifted-students.html Interesting Articles http://findarticles.com/p/articles/mi_m0STR/is_5_110/ai_69239376/ http://www.integratingartsk-8.org/mainrational.htm