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Arts Focus Group091907

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Presentation to Covina-Valley Unified School District advocating arts integration

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Arts Integration
What Arts Integration Is (and Isn’t) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
But Our Students Need Math, Science and English! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
But Our Students Need Math, Science and English! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Art Opens the World
What does this look like? Three Short Video Clips Los Angeles, CalArts Tanglewood Middle School, South Carolina Chicago, Illinois: Da Vinci
Conditions for strong interdisciplinary projects: • common planning time or sufficient opportunities to meet with other teachers • access to local, state, and national standards and curriculum in the disciplines • flexible scheduling • appropriate resources • ongoing professional development • curriculum development • community support and involvement • administrative support and involvement Checklist: In the interdisciplinary unit of study _______ Are meaningful connections made between or among the disciplines? _______ Is in-depth learning promoted? _______ Are high quality examples from the art(s) and other discipline(s)used? _______ Is appropriate terminology used? _______ Are the artistic processes of creating, performing, and responding incorporated? _______ Is assessment ongoing throughout the project? _______ Is there a final evaluation of student learning?
I’m Already Overworked ,[object Object],[object Object],[object Object]
It Sounds Overwhelming ,[object Object],[object Object],[object Object]
Resources to Help ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
One Last Thing… ,[object Object],[object Object],[object Object],[object Object]

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Arts Focus Group091907

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  • 6. What does this look like? Three Short Video Clips Los Angeles, CalArts Tanglewood Middle School, South Carolina Chicago, Illinois: Da Vinci
  • 7. Conditions for strong interdisciplinary projects: • common planning time or sufficient opportunities to meet with other teachers • access to local, state, and national standards and curriculum in the disciplines • flexible scheduling • appropriate resources • ongoing professional development • curriculum development • community support and involvement • administrative support and involvement Checklist: In the interdisciplinary unit of study _______ Are meaningful connections made between or among the disciplines? _______ Is in-depth learning promoted? _______ Are high quality examples from the art(s) and other discipline(s)used? _______ Is appropriate terminology used? _______ Are the artistic processes of creating, performing, and responding incorporated? _______ Is assessment ongoing throughout the project? _______ Is there a final evaluation of student learning?
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