The Power of Arts Integration for Literacy

1. The Power of Arts Integration for Literacy Guidance for Purposeful Planning

2. Colorado’s Standards:Keys to Transformation • Fewer Expectations with Greater Depth • Concepts and Skills • Ending the “culture of coverage” • Designed with the End in Mind • Backward design • P-13 vertical progression • Require Application of Knowledge • 21stcentury skills • Mastery: Application and transfer • Focus on “All students, All standards” • 10 content areas + Academic language

4. Colorado’s Paradigm Shift…All Students, All Standards Focus, Coherence, Rigor

5. Curriculum An organized plan of instruction that engages students in mastering the standards Standards Textbooks Instructional Materials Resources

6. Focus, Coherence, Rigor Design Principles and Instructional Shifts: • Focus on the standards, the concepts and skills graduates need for the 21st century. • Coherence is evident in the interconnections of concepts and skills across grades and in and between disciplines. • Rigor requires fluency, application, and deep understanding for mastery.

7. Shifts in RWC

9. 3 Key Shifts in Practice

10. “Shifting” Through Arts Integration Example

11. Arts integration is an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both. The John F. Kennedy Center for the Performing Arts http://www.kennedy-center.org/education/ceta/arts_integration_definition.pdf

12. Integration Continuum

13. Focus: Prepared Graduate Competency

14. Vertical Coherence: Vertical Progressions PGC: Analyze and practice rights, roles, and responsibilities of citizens.

15. Horizontal Coherence: Concept Connections Multiple Perspectives In Drama and Theatre Arts In drama and theatre arts, multiple perspectives provide opportunities to reflect on the historical and cultural connections of a performance.  In Social Studies, multiple perspectives develop students’ ability to understand how definitions of citizenship are culturally, nationally, politically, and socially constructed. In Reading, Writing and Communicating n reading, writing and communicating, multiple perspectives are used to show how a writer’s purpose can change for different audiences.  

16. Rigor: Mastery Drama and Theatre Analyze multiple perspectives Participate in purposeful and contextual decision making Demonstrate Theatrical performances can provide a window to what’simportant to a society • Respect One can appreciate leaders’ • diplomatic efforts by analyzing history and culture. Citizenship Practices Analyze multiple perspectives Participate in democratic decision making Demonstrateleadership and team-member responsibilities Respect the views and rights of others Applyand Transfer • Reading, Writing, Communicating • Analyze multiple perspectives • ParticipateDescribe how a speaker’s point of view influences how events are described

17. 3 Shifts in Practice

18. 1: Curriculum Planning • What should students know, understand, and be able to do, as a result of this unit/lesson? • How will I integrate indicators of student learning? • How will I intentionally focus on concepts? • How will I plan for differentiated instruction? • How will I intentionally plan for student accessibility of text and content?

19. Accessibility Students must be able to: • understand specialized vocabulary in context, • identify key pieces of information within resources, • determine what is fact and what is opinion, • relate information across resources, • connect new information to prior knowledge, • synthesize the information to make meaning.

20. 2: Classroom Environment Am I making appropriate decisions regarding…. • Lay-out? • Schedule? • Agenda? • Student grouping and interaction?

21. 3: Instruction • Am I facilitating the learning process? • How am I ensuring student-directed learning? • How am I organizing for student collaboration? • How will I differentiate instructions • Am I asking powerful questions?

22. Your Turn Open the envelope, take out the items • Read each item • Place the items onto the graphic organizer • In the blank boxes of the graphic organizer, list possible lesson ideas to support the statements • Add other discipline areas that could support the overarching concept

23. Your Turn You just created a graphic organizer for integrated concept-based unit planning for Arts and Reading, Writing, and Communicating. Share your work with the rest of the group!

24. Things to Remember Literacy Across the Disciplines *Fostering Literacy skills looks different depending on the discipline As school leaders develop comprehensive performance plans and goal setting it is important to have an open dialogue about what discipline strengths can be capitalized upon and leveraged to build successful students. Arts specialists are a vital resource for student success and can offer incredible application and transfer experiences for students.

25. Music • Song writing buildsideas and transitions for writing • Echo singing and Repeat Lyrics build fluency • Singing words stretches out word to discern phonemic awareness • Song Adaptations builds story structure and comprehension • Reading measures of music enhances attention to line and phrase for compound sentences • Ballads can be mapped according to story elements • Speech to print matching occurs when students sing songs and builds fluency by utilizing temp and pace to improve tracking.

26. Visual Arts • See and Feel- as students closely examine a work of art they examine details. Attention to detail builds comprehension and idea development. • Predict-as students hypothesize/predict possible messages meant by the artist it builds meaning making skills such as author’s intent and central theme/topics in writing. • Evidence- as students give evidence to confirm or reject predictions it builds citing evidence for higher level comprehension. stretches out word to discern phonemic awareness • Art Stories- as students make decisions about intent in art making it builds intent, comprehension and attention to detail. builds story structure and comprehension

27. Dance • Patterns- as students demonstrate patterns in movement it builds recognition in phonics and phonemic awareness patterns. • Theme Dance-as students build movement/dance around a central theme it builds comprehension and ideas and structure for writing. • Line by Line- as students deconstruct text by line to determine interpretive movement it builds comprehension and structure. • Story tableaus- as students make decisions about a structure of a freeze tableau it builds attention to detail, structure, comprehension and communication of an idea.

28. Drama and Theatre Arts • Vocal Expression- as students demonstrate decisions in using voice to express an idea it builds comprehension, oral communication skills and intent. • Story Telling-builds high level synthesis skills for visualization, comprehension, idea and character development, attention to detail, fluency, structure, and oral communication skills. • Plot Development-as students deconstruct text by elements of story structure and plot they develop comprehension, intent, character motivation, and structure • Research- as students make decisions about a dramatic piece for structure and dramatic elements, they build research and decision making skills.

29. Contact Information • Karol Gates Content Specialist for the Arts • gates_k@cde.state.co.us