The Fine ArtsCurriculum in District 59

Slide 1:The Fine Arts Curriculum in District 59

Slide 2:A Brief History

Most districts offer art and music separately, if at all. Very few elementary schools have drama and dance instruction. Six years ago, District 59 in Arlington Heights, IL created an innovative program that combines all four fine arts. One teacher teaches music, art, drama, and dance. The integration allows the teacher to create one comprehensive, cohesive curriculum that stresses the common elements and connections within the arts.

Slide 3:A Brief History Continued

No formal fine arts curriculum existed in District 59. The art, music, drama, and dance programs had been combined, but the teachers were given little training and very few resources with which to work. All schools had music books, but very few � if any � visual art, drama, or dance resources were available. At the elementary schools, the fine arts teachers were simply told to ensure that all four subject areas were covered.

Slide 4:The Curriculum Writing Begins

Fine arts teachers began writing a fine arts curriculum from scratch. No other comprehensive fine arts curriculum existed; no textbook company had yet created such a curriculum. Most effective way to both teach the elements of the arts and demonstrate the connections between the arts was to teach using concepts and themes.

Slide 5:Curriculum Writing Continued

Fine arts teachers created units based on the following themes and concepts: Color, Emotion, Focus, Line, Pattern, Shape/Form, Tempo, Texture Individual teachers still determine the order of the units and the projects within the units Theme-based organization ensures that, no matter what projects and activities students complete within each unit, we are still covering the important and necessary elements within the arts.

Slide 6:Basic Structure of a Unit: Focus

Basic structure of a unit is as follows: the teacher chooses a unit, then creates lessons and projects that demonstrate the important elements of that theme for each of the arts. This process is done for each unit at each grade level. To further demonstrate the fine arts concept, I have included an outline of the structure of my focus unit for second grade.

Slide 7:Focus Unit, Continued

Begin by defining �focus�. Begin with Drama. Learn the four drama words: concentration, imitation, transformation, imagination (CITI). Learn the three drama tools: mind, body, voice. Learn three drama games that revolve around concentration or focus: Zip, Zap, Zup Eye Contact Ice Wizard

Slide 8:Focus Unit Continued

Discuss focus in dance/creative movement. Discuss various dance forms. Show samples of each type discussed. Discuss focus in visual art. Study the work of Vincent Van Gogh Discuss Van Gogh�s use of focus in his work Each student creates his/her own piece in the style of one of the following Van Gogh masterpieces: Bedroom, Sunflowers, or Wheatfield and Crows.

Slide 9:Focus Unit, Continued

Discuss focus in music. Study the orchestra. Focus on each section of the orchestra, as well as each individual instrument in the orchestra. Students must identify sections and instruments by sound and sight. Discuss connections of focus among the arts.

Slide 10:Current State of the Curriculum

Fine arts teachers are still developing, piloting, and revising curriculum. Focusing on the assessment portion of the curriculum this year. Also working to ensure that all schools have similar, adequate resources for each subject area. ISATs in fourth grade now test the fine arts concepts and the connections among the arts. Our program has helped prepare our students for those types of questions. Very pleased with our accomplishments thus far.

Slide 11:Thank you for your interest in the fine arts curriculum.

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