Sarah Page - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.

1. By: Sarah Page

2.  Researched why art integration with a core
subject is beneficial.
 Focused on primary grade (K-3) for lesson
plans.
 Why?—gives variety of topics, standards, and
art ideas addressed throughout the lessons.
 Madewith materials that are accessible in
most schools.

3. Art Integration A Methodology for Learning (Goldberg)
 Expand expressive outlets and provide a range of
learning styles for all children
 Allows the different learning styles to be able to
communicate their understandings.
 Enable freedom of expression for second language
learners
 Express their understandings because there is less
dependence on using the English language
 Open venues for inclusive education and reaching out
to exceptional learners
 Student’s with different abilities are able to participate in
learning.
 Provide a stage for building self-esteem
 Helps learning become more enjoyable for students and
can raise the self-esteem of struggling students

4.  Encourage collaboration and intergroup harmony
 Opportunities for individuals to work cooperatively and share
their knowledge with one another.
 Empower Students and Teachers
 Get a sense of their peers as unique individuals with
interesting ideas and skills. Respect others’ efforts.
 Deepen teachers’ awareness of children’s abilities and
provide alternative methods of assessment
 Sees child in multiple ways and has more information to assess
the students’ understandings.
 Provide authentic cultural voices and add complexity to
teaching and learning
 Introduces students to the voices, images, feelings, and ideas
of a group of people and offers a wider range of experiences.

5. Artistic Choices: A Study of Teachers Who Use Arts
in the Classroom (Oreck)
 General creative and artistic attitudes are key to
art use in the classroom
 Diversity of learning styles and needs among their
students.
 Individually find effective ways to incorporate the
arts into the academic curriculum
Reading the Image and Viewing the Words
(Fountas/Olson)
 Closer observation resulted in more description.
 Led students into a deeper level of inquiry.

6.  Creating an Arts Integrated School
 Effective in engaging and motivating students in
their academic achievement.
 Suggests integration to occur in three phases.
 Begin at ground level and work through
integrating art until it is incorporated with all
core content areas

8.  Lesson Description
 Study the nocturnal animals in the area (such as
the owl). Discuss the animals physical
characteristics and the environment they live in.
 Standard
 K.4.2 Observe plants and animals, describing how
they are alike and how they are different in the
way they look and in the things they do.

9. Made with construction
paper, glue, and
scissors.

10.  Lesson Description
 Study the different flowers and plants that are
planted in the different seasons. Discuss the
advantages and disadvantages of the different
types of garden plants.
 Standard
 K.4.1 Give examples of plants and animals.
 K.6.1 Describe an object by saying how it is
similar to or different from another object.

11. Made with construction
paper, tissue
paper, glue, scissors, an
d chalk

12.  Lesson Description
 Learn about different animals and the
environments they live in. Discuss their habitats
and what the different animals eat as their
sources of food.
 Standard
 1.4.3 Observe and explain that animals eat
plants or other animals for food.
 1.4.4 Explain that most living things need
water, food, and air.

13. Made with poster
board, craft
sticks, scissors, glue,
and markers

14.  Lesson Description
 Learn about the three states of matter-
solid, liquid, and gas and their characteristics.
 Standard
 1.3.1 Recognize and explain that water can be a
liquid or a solid and can go back and forth from one
form to the other. Investigate by observing that if
water is turned into ice and then the ice is allowed to
melt, the amount of water is the same as it was
before freezing.
 1.3.2 Investigate by observing and then describe that
water left in an open container disappears, but water
in a closed container does not disappear.

15. Made with markers,
construction paper, paper clips,
string, paper towel rolls.

16.  Lesson description
 Students will learn about the life cycle of a
butterfly.
 Standard
 2.4.2 Observe that and describe how animals
may use plants, or even other animals, for
shelter and nesting.

17. Made with paper
plate, construction
paper, uncooked
pasta, sticks, leaves, flower, glu
e.

18.  Lesson Description
 Learn about the four different seasons in Indiana
and what changes take place with the seasons
(plants, animal
coats, weather, clothing, sports, etc).
 Standard
 2.3.1 Investigate by observing and then describe
that some events in nature have a repeating
pattern, such as seasons, day and night, and
migrations.

19. Made with crayons, colored
pencils, glue, scissors, constr
uction paper

20.  Lesson Description
 Students will learn about the water cycle in
order to have a deeper understanding of weather
and weather systems
 Standard
 3.3.5 Give examples of how change, such as
weather patterns, is a continual process
occurring on Earth.

21. Made with poster
board, markers,
and construction
paper.

22.  Lesson Description
 Students will learn about volcanoes and their
effects on Earth. Students will create their own
model of a volcano.
 Standard
 3.6.3 Explain how a model of something is
different from the real thing but can be used to
learn something about the real thing.

23. Made with posterboard,
masking tape, paint, bottle

24.  Allows different learning styles
(kinesthetic, auditory, sensory) to be
incorporated.
 Art integration allows for more wholesome
instruction
 Student can gain deeper connection with content
through the visual.
 Hands-on and active learning in the science
classroom as opposed to traditional teaching.
 Teacher is able to learn from student and
his/her work and vice versa.

25. Text sources:
• Reading the image and viewing the words: Languages intertwined by
Fountas and Olson.
• Art integration: A methodology for learning by Goldberg
• Artistic choices: a study of teachers who use arts in the classroom by
Oreck
• Creating an arts integrated classroom http://www.artseveryday
.org/Educators/detail.aspx?id=212
Visual Sources
• http://www.crayola.com/lesson-
• plans/http://www.stormthecastle.com/how-to-make-a/how-to-
make-the-easy-volcano.htm
• http://www.scholastic.com/teachers/lesson-plan/amazing-world-
volcanoes
• http://3.bp.blogspot.com/_kEvUNPRz4pA/SW18zeCOd_I/AAAAAAAAA
rc/UTj2RHYxneU/s400/bowling+plumbing+water+cycle+001.jpg
• http://www.lessonplanspage.com/scienceciwatercycleandweathersy
stems3-htm/
• http://www.rainbowstarbooks.com/butterflyunit