The document contains a lesson plan for integrating art into language arts and math lessons. It includes descriptions of lessons where students will observe and discuss artworks, then write descriptions in handmade books. For math, students will make manipulatives by tracing and cutting out shapes to use in lessons. The document lists related standards and objectives, required materials, and steps for the lessons. It also reflects on implementing art across the curriculum and revising the original project proposal.

1. +
Critical
Reflection Articles
Personal
Teaching
Math and Philosophy
Language Art Integration Connection
Visual Pedagogy
Ariel Howard
M333
November 16, 2011
Created by: Ariel Howard 2011

2. +
Article List
1. Reading the Image and Viewing the Words: Languages
Intertwined
2. Book Learning: The Cognitive Potential of Bookmaking
3. Reconstructing Mathematics Pedagogy From a Constructivist
Perspective
4. Artistic Choices: A Study of Teachers who Use the Arts in Their
Classroom
Created by: Ariel Howard 2011

3. +
Connections from Articles to
Lessons
Reading the Image and Viewing the Words: Languages Intertwined
1. Language: Students started by observing a piece of art and
discussing the „how, what, where, why‟ questions in relation to the
art with their classmates. They continue to observe and discuss
different pieces of art that vary from famous paintings to their own
work while learning new vocabulary of descriptive words to use in
their written recordings. “Students are encouraged to explore a
wide range of possibilities (p. 85).” In this article, students created
several different drafts of their descriptions and observations of a
particular painting. Students advanced in their vocabulary and
writing skills as they re-wrote each sentence, changing it for the
better each time until they have a well organized paragraph.
Created by: Ariel Howard 2011

4. +
Connections from Articles to
Lessons
Book Learning: The Cognitive Potential of Bookmaking
2. This article explores the relationship between book making in
the classroom as a way to integrate art with any subject. It gives
a variety of different available techniques and tutorials on how to
create different types of books you could use in your classroom.
These many different styles of hand made books can be used in
a variety of content areas; recording data and steps of the
scientific method during an experiment, writing down grades they
receive to keep track of their own materials (use
mean, median, mode in books), writing down vocabulary or
spelling words for practice, or keeping the books with them to
write down words they come across that they do not know so
they can record the definition.
Created by: Ariel Howard 2011

5. +
Connections from Articles to Lessons
Reconstructing Mathematics Pedagogy From a Constructivist Perspective
3. This article focuses mainly on the way teachers are interacting
their lesson plans with their students previous knowledge. By
gaining an assessment of what the students in your classroom know
about the subject you wish to engage them in, you can get a feeling
for what a good attention grabber might be to easily gain your
students full attention. It also makes many points of using different
types of materials in all different ways with every student because
each student learns in such a different manner. This would be a
good way for you to easily understand your students thinking. The
manipulatives we make in this lesson plan can be used in many
different areas of mathematics and they can also all be used in many
different ways. Especially if you have a group work together to
combine all their pieces for bigger problems, which would also work
to improve their social skills.
Created by: Ariel Howard 2011

6. +
Connections from Articles to Lessons
Artistic Choices: A Study of Teachers who Use the Arts in Their Classroom
4. This article focuses mainly on different teaching methods and
styles of how to integrate the Arts into your everyday classroom
curriculum. It is important to be open to any ideas, theories, or
imaginative problem solving skills your students may come up
with and really give them the time of day. Even though a
particular method or idea might seem like it makes no sense to
you, some students might relate well and therefore be able to
understand the material better by using this strange method.
Different teachers will have varying ways of how and when to
implement the Arts into their curriculum, but just because the Arts
are in a lesson plan does not mean you have to focus solely on
that topic. Integrating a skill students have previously worked with
and not telling them could be interesting to see if they apply those
same skills to a different situation.
Created by: Ariel Howard 2011

7. +
Language
Lesson Description
 Students will observe and discuss different art pieces,(including
sculptures, famous paintings, their own art, etc.) using the
„how, what, where, why‟ observation questions. They will
record these observations in their own hand made books we
will make together in class. The will practice writing these
descriptions in complete sentences that evolve with their
descriptive vocabulary. Students will then have the opportunity
to write their own story about any of the pieces we observed.
They will create a serious of several rough drafts until it has
been approved for final copy by the teacher. Their final copy
will be hand written and illustrated in a new hand made book
they will create on their own time with provided materials and
instructions.
Created by: Ariel Howard 2011

8. +
Standards. Objectives.
Standards:
EL.2.5- Students continue to write compositions that describe
and explain familiar objects, events, and experiences. Their
writing demonstrates…drafting, research, and organizational
strategies.
EL.2.6- English Language Conventions Students write using
Standard English conventions appropriate to grade level
Objectives:
Students will be able to write several drafts and know what goes
into being able to make a final copy the best it can be.
*These standards are based on if this lesson was to be used in a
second grade classroom
Created by: Ariel Howard 2011

9. +
Materials. Steps.
Materials: Card stock, pencils, black pens, clay pot, copy of any
well known painting (or 2 or 3), an individual (no named) peer art
piece, and coloring utensils.
Steps:
1. Create recording book in class
2. Observe and record different forms of art
3. Write a story about one of the pieces
4. After final draft approved, create final copy of story in newly
hand made book
Created by: Ariel Howard 2011

10. +
Math
Lesson Description
Students will trace the circle stencil ten times on any sheet of
paper they choose. They will then trace the block stencils (one of
every color) so that each of these traced shapes is a different
size. When lined up in ascending or descending order, these
blocks should make a cell phone bar like appearance. Students
will then continue by cutting out each of their newly traced
shapes and making a completed pile of their new objects. Each
student now has their very own set of manipulatives that they can
utilize at any time. These manipulatives will be helpful when
teaching math lessons because each student will have the same
amount of manipulatives to use while you talk them through it.
The teacher should also have manipulatives of the same size to
relate to the students, and have giant manipulatives of the same
color that they can also relate to, but big enough so that everyone
can see them on the board.
Created by: Ariel Howard 2011

11. +
Standards. Objectives.
Standards:
MA.2.1- Number sense students understand the relationships
among numbers up to 100. They understand that fractions may
refer to parts of a set and parts of a while
MA.2.6- Problem Solving Students make decisions about how to
set up a problem
Objectives:
- Students will be able to correctly use manipulatives to help them
count numbers (circles) and to correctly assess their knowledge
with fractions (blocks).
*These standards are based on if this lesson was to be used in a
second grade classroom
Created by: Ariel Howard 2011

12. +
Materials. Steps.
Materials: Colored card stock (pre traced), safety
scissors, glue, pencil, ruler, and markers.
Steps:
1. Trace circle stencils onto desired color of paper
2. Trace each differing size of block stencils onto specified color
of paper (each student should have the same size and color
of blocks as everyone else in the room).
3. Cut out shapes
4. Laminate as desired (teacher task to help manipulatives hold
up longer).
Created by: Ariel Howard 2011

13. +
Critical Reflection
After working to make each of my materials as visual
representations for this project, I am easily beginning
to see the extent in which this project takes up time.
While the manipulative would be very helpful to
students to use during class, and maybe even be
helpful to them since they have to make them
themselves. Instead of creating all the manipulatives
that I hand made, you could easily use other (pre
made) objects as counters or place holders during a
math lesson. But it is a hands on math activity that
could lead to insightful discussions while creating
these manipulatives.
Created by: Ariel Howard 2011

14. +
Personal Teaching Philosophy
Connection
Implementing Art throughout the curriculum in my
classroom is something I not only find important, but
fun, and easily accessible with so many artistic
opportunities. I feel that it could easily be a way to
keep students more engaged for longer periods of
time with any subject because there will be more
opportunities for hands on learning exercises. These
exercises will also give the advancement for students
to play and experiment with different materials other
than just pencil and paper.
Created by: Ariel Howard 2011

15. +
Revisions from Proposal
My original Visual Pedagogy Proposal had a
much more broad criteria list, so I decided to
narrow it down. I chose to focus more on
details of how to integrate math and language
arts with Art in the everyday classroom.
However, the components of my original
Proposal still stand with good potential for
ideas of how to incorporate Art into everyday
classrooms activities.
Created by: Ariel Howard 2011

16. +
Bibliographies
 Fountas, I., & Olson, J. (1996). Reading the image and viewing the
words: Language intertwined. New Entries: Learning by writing
and drawing, 84 – 96.
 Strauch-Nelson, W. (2011). Book learning: The cognitive potential
of bookmaking. Teaching Artist Journal, 9(1), 5 – 15.
 Simon, M. (1995). Reconstructing mathematics pedagogy from a
constructivist perspective. Journal for Research in Mathematics
Education, 26(2), 114 – 145.
 Oreck, B. (2006). Artistic choices: A study of teachers who use the
arts in the classroom. International Journal of Education and the
Arts, 7(8), 1 - 19.
 Indiana department of education. (2011, November 15). Retrieved
from
http://dc.doe.in.gov/Standards/AcademicStandards/resources.asp
x
Created by: Ariel Howard 2011