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ARTS INTEGRATION Top Ten List

ARTS INTEGRATION Top Ten List. Merryl Goldberg SDUSD Boot-Camp 2015. What engaging in arts integration brings out in kids.

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ARTS INTEGRATION Top Ten List

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  1. ARTS INTEGRATIONTop Ten List Merryl Goldberg SDUSD Boot-Camp 2015

  2. What engaging in arts integration brings out in kids

  3. 1) Wonder “If I had influence with the good fairy who is supposed to preside over the christening of all children, I should ask that her gift to each child in the world be a sense of wonder so indestructible that it would last throughout life.” Rachel carson

  4. 2) Desire (and curiosity)

  5. 3) Passion • “If we do not treasure our individualists, we will lose the spirit of innovation, inquiry, imagination, and dissent that has contributed so powerfully to the success of our society…” • -Diane Ravitch

  6. 4) Grace Feeling thankful and empathy for peers; appreciating the work of others

  7. 5) RISK“Youth in arts organizations use the predictability of risks in the arts to intensify the quality of their interactions, products, performances.” Shirley Brice Heath

  8. Quick Talk Which word stands out for you and why?! Wonder, Desire, Passion, Grace, Risk

  9. 6) Perseverance

  10. 7) Confidence

  11. 8) adaptability

  12. 9) ownership

  13. 10) ComplexitySalvador Dali Artists rarely see things as either/or.

  14. Quick Talk Which of the last 5 top ten ideas resonate with you?! Perseverance, confidence, adaptability, ownership, Complexity

  15. Identifying the “why” in what we do and in planning….Kids like to know “why” too! Don Masse, Zamarano visual arts specialist

  16. engaging in research in your classroom Teacher as researcher

  17. The monarch butterfly and citizen scientists The challenge of Fred and Norah Urquhart: Engage citizens in Research

  18. Solving the mystery of the monarch butterfly 1940: send to zoology university of Toronto; 1975 mystery solved!

  19. Monarch to teacher: what are your questions? What do you want to know and document?how do the arts make a difference withyour students?What are your students’ stories King Chavez School San Diego, with CSUSM students

  20. A sense of wonder (as a teacher!) Staci Urquizo girino Dancing guy Matt joins in many dance performances around the world, doing the same moves/almost doing the same moves as other participants. I wonder about students watching this video. What would they get out of it? Some questions: What story is being told by the video? Similarities and differences from each performance? If you were Matt how would you do the video differently? And follow up questions, asking for details: why? What makes you say that? What is the video made of? What are its essential elements? What questions do students have about the video? • The fixed vs. growth mindset is huge as is praising the process and effort rather than praising perceived innate ability or talent. There was one word mentioned that to me was so powerful- yet. Austin’s first draft of his butterfly didn’t look like the photo yet, it took him six tries and the thoughtful feedback from his peers. It reminds me of my kindergarteners – I can’t write my letters, I can’t tie my shoes, I can’t draw Pete the Cat. So important to tell them- maybe you can’t yet, but you will. With some grit.

  21. CSUSM Center ARTES wants you (!) as a teacher researcherand…there will be stipends

  22. I wish I knew…one teacher’s entry into the world of her kids(Kyle Schwartz, Denver teacher)

  23. Possible topics for your documentation and research:agency (finding voice)community (including compassion)mindset/grit

  24. Tasks:Weekly reporting on-line focusing on a small group of kids ELL, boys, girls, shy, behavioral

  25. 3-4 focus groups throughout the year

  26. Sign-up to become a teacher researcher in Fall 2015!!!

  27. "The point is, art never stopped a war and never got anybody a job. That was never its function. Art cannot change events. But it can change people. It can affect people so that they are changed...because people are changed by art - enriched, ennobled, encouraged - they then act in a way that may affect the course of events...by the way they vote, they behave, the way they think." Leonard Bernstein

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