Creating Meaning Through Literature and the Arts : An Integration Resource for Classroom Teachers

by Cornett, Claudia E.

• ISBN13: 9780130977779
• ISBN10: 0130977772
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Prentice Hall

Summary

Drama, dance, music, art, literature--all exciting tools for the K-6 classroom. But how do you make the most of them? By using the numerous hands-on activities and ideas in this popular, practical book. Here are dozens of daily routine ideas, integrated unit ideas, and adaptable classroom structures that set forth solid, dependable "how to's" for using the arts throughout the curriculum--in social studies and science, in reading and language arts, even in math. Only in this book will you find such a clear, straightforward summary of these five art forms. And only in this book will you find a clearly presented argument for integratingat least one art form intoevery lesson in every area--every day. Targeted topics include assessment, classroom management/discipline and intervention/adaptation for special needs.

Table of Contents

An Introduction to Teaching With, About, In, and Through The Arts	1	(36)
Introduction	4	(3)
The Sense and Soul of the Curriculum	4	(1)
The Arts: Remarkable Meaning Makers	5	(2)
Teaching With, About, In, and Through the Arts	7	(1)
Why Integrate the Arts?	7	(7)
Reasons to Integrate the Arts	7	(7)
What Do Teachers Need to Know and Do to Teach, With, About, In, and Through the Arts?	14	(15)
Brain Research: Changing Views of Development	14	(2)
Multiple Intelligences (MI) Theory	16	(4)
Erikson's Stage Theory	20	(1)
Piaget's Stages of Cognitive Development	21	(2)
Maslow's Hierarchy of Needs	23	(1)
Vygotsky's Social Development	24	(1)
Creativity and Creative Problem Solving	24	(5)
How Can a Teacher Coordinate Research and Theory for Arts Integration?	29	(8)
Conditions for Learning: Basic Beliefs	32	(5)
Integrating the Arts Thoughout the Curriculum	37	(39)
Introduction	40	(1)
Why Integrate the Arts Throughout the School Day?	40	(2)
Five Minutes a Day?	41	(1)
An Arts Integration Army?	42	(1)
What Should Teachers Know About Integration?	42	(1)
How Can Teachers Meaningfully Integrate the Arts?	43	(24)
Teaching With, About, In, and Through the Arts	43	(2)
More Than Enterainment	45	(1)
Integration Principles and Strategies	45	(22)
Special Needs Students: Ten Ways to Adapt	67	(9)
Interventions for Diverse Populations	71	(5)
Integrating Literature Throughout the Curriculum	76	(52)
Introduction	79	(1)
Why Should Teachers Integrate Literature?	79	(6)
Reasons to Integrate Literature Throughout the Curriculum	79	(6)
What Should Teachers Know and Teach about Literature to Integrate It Throughout the Curriculum?	85	(22)
Definitions: Children's Literature---A Hopeful Idea?	86	(1)
Goals for Literature Integration	86	(1)
National Standards Related to Literature	87	(1)
Literary Elements	87	(6)
Genre: A Category of Literature with Similar Traits	93	(14)
How Can Teachers Integrate Literature Throughout the Curriculum?	107	(21)
Guidelines and Principles for Integrating Literature	107	(21)
Literature Seed Strategies	128	(24)
Introduction	129	(1)
Energizers and Warm-Ups	129	(2)
Teaching about Literature: Elements and Genre Characteristics	131	(2)
Connecting Literature to Other Curricular Areas	133	(14)
Science Focus	133	(5)
Social Studies Focus	138	(1)
Informational Books for Social Studies	138	(3)
Reading and Language Arts Focus	141	(2)
Math Focus	143	(4)
Special Focus: Poetry Sharing and Writing	147	(5)
General Principles for Poetry Integration	148	(1)
Set Up Ongoing Poetry Routines	148	(1)
Pointers for Poetry Sharing	148	(1)
Pointers for Memorizing Poetry	148	(1)
Composing Poetry: Written and Oral	149	(3)
Integrating Visual Art Throughout the Curriculum	152	(47)
Introduction	155	(1)
Stop to See Details	155	(1)
Visual Art Literacy	155	(1)
Why Should Teachers Integrate Art?	156	(6)
Visual Art: Effects on Learning and Motivation	156	(5)
National Standards for Art and Other Curriculum Frameworks	161	(1)
What Do Teachers Need to Know and Teach to Integrate Art?	162	(11)
Art and Child Development: Cognitive, Affective, and Psychomotor	162	(2)
Teaching Students to Do and View Art	164	(2)
Art Materials and Techniques	166	(1)
Subject Matter: What Art Is About	166	(4)
The People of Art: Artists and Their Styles	170	(2)
Special Arts Integration Projects	172	(1)
National Standards for Art	173	(1)
How Can Classroom Teachers Use Art to Enhance Curricular Areas?	173	(17)
General Integration Principles	173	(17)
Art Connections to Math, Science, Social Studies, and Language Arts	190	(9)
Art Seed Strategies	199	(26)
Introduction	200	(1)
Energizers and Warm-Ups	200	(2)
Teaching Art Concepts and Elements	202	(4)
Using Different Media	206	(10)
Cleanup and Organization Tips	206	(1)
Mixing Colors: Color Triangles	206	(1)
Drawing and Rubbing	207	(1)
Painting and Painting Tools	208	(1)
Printmaking	209	(1)
Collage	209	(1)
Techniques: Enlarge, Simplify, Crop	210	(1)
Displays and Bulletin Boards	210	(1)
Murals	210	(1)
Mixed Media	210	(1)
Photography	211	(1)
Three-Dimensional Art	211	(1)
Bookmaking	212	(4)
Connecting Art to Other Curricular Areas	216	(9)
Science Focus	216	(2)
Social Studies Focus	218	(1)
Reading and Language Arts Focus	219	(3)
Math Focus	222	(3)
Integrating Drama Throughout the Curriculum	225	(33)
Introduction	228	(1)
Why Should Teachers Integrate Drama?	229	(4)
What Do Teachers Need to Know to Use Drama as a Teaching Tool?	233	(5)
Creative Drama Defined	234	(1)
Drama Components	234	(2)
The National Standards for Theater: American Goals	236	(2)
How Can Teachers Use Drama as a Teaching Tool?	238	(20)
General Integration Principles	238	(1)
Teacher Characteristics	239	(2)
Planning for Discipline and Management	241	(17)
Drama Seed Strategies	258	(28)
Introduction	259	(1)
Energizers and Warm-Ups	259	(2)
Pantomime Strategies	261	(5)
Verbal Strategies	266	(6)
Connecting Drama to Other Curricular Areas	272	(5)
Science Focus	272	(1)
Social Studies Focus	273	(1)
Reading and Language Arts Focus	274	(3)
Math Focus	277	(1)
Storytelling's Special Relationship with Drama	277	(9)
Why Storytelling?	278	(6)
Storytelling Sources and Resources	284	(2)
Integrating Dance and Movement Throughout the Curriculum	286	(32)
Introduction	289	(1)
Relax! You Need Not Be a Dancer Yourself	289	(1)
Why Should Teachers Integrate Movement and Dance?	290	(4)
Eleven Reasons to Integrate Dance	290	(4)
What Do Teachers Need to Know to Use Dance as a Teaching Tool?	294	(6)
What's Included in the Study of Dance?	294	(1)
Definitions: Creative Dance Versus Movement	295	(1)
Creative Movement and Dance	296	(1)
Pantomime versus Creative Dance	296	(1)
Imagery and Dance	296	(1)
Teachers Need Words: Dance Elements Vocabulary	297	(1)
Seven National Standards for Dance	298	(2)
How Can Teachers Use Dance and Movement as Teaching Tools?	300	(18)
General Intergration Principles	300	(16)
Reassurance for Classroom Teachers: Common Problems	316	(2)
Dance Seed Strategies	318	(14)
Introduction	319	(1)
Energizers and Warm-Ups	319	(3)
Dance Concepts and BEST Elements	322	(3)
Connecting Dance to Other Curricular Areas	325	(7)
Science Focus	325	(1)
Social Studies Focus	326	(3)
Reading and Language Arts Focus	329	(1)
Math Focus	330	(2)
Integrating Music Throughout the Curriculum	332	(42)
Introduction	334	(1)
Musical Development: Preferences and Tastes	334	(1)
Music Is Not My Job?	335	(1)
Why Should Teachers Integrate Music?	335	(11)
Reasons to Integrate Music	337	(9)
What Do Teachers Need to Know to Use Music as a Teaching Tool?	346	(6)
Defining Music: When Does Sound Become Music?	346	(1)
Music Elements That Help Define Music	346	(1)
Musical Instruments	347	(1)
Composers, Genre, and Styles of Music for Classroom Use	348	(2)
American Culture: Songs to Know	350	(2)
The Nine National Standards for Music K-8	352	(1)
How Can Teachers Use Music as a Teaching Tool?	352	(22)
Music Integration Checklist	352	(3)
Music Approaches That Influence Integration	355	(1)
Ten Principles for Integration	356	(18)
Music Seed Strategies	374	(15)
Introduction	375	(1)
Energizers and Warm-Ups	375	(1)
Basic Muscial Concepts and Elements	376	(5)
Connecting Music to Curricular Areas	381	(8)
Webbing	381	(1)
Science Focus	381	(1)
Social Studies Focus	382	(2)
Reading and Language Arts Focus	384	(3)
Math Focus	387	(2)
Integrating the Arts with the Arts: Strategy Seed Ideas	389	(15)
Introduction	391	(1)
Overall Focus of the Arts	391	(1)
Literature and Art (LA)	391	(3)
Art and Drama (ADr)	394	(1)
Drama and Dance (DrD)	395	(1)
Dance and Music (DM)	395	(1)
Music and Literature (ML)	396	(1)
Literature and Drama (LDr)	397	(2)
Drama and Music (DrM)	399	(1)
Music and Art (MA)	400	(1)
Art and Dance (AD)	401	(1)
Dance and Literature (DL)	402	(2)
Assessment and Other Frequently Asked Questions	404	(10)
Introduction	405	(1)
FAQs and Assessment	405	(9)
Appendix A Arts-Based Children's Literature	414	(17)
Appendix B Award-Winning Children's Literature	431	(7)
Appendix C Arts Organizations, Addresses, and Internet Sites	438	(4)
Appendix D Assessment Tools	442	(6)
Appendix E Discipline Prevention and Intervention Strategies	448	(2)
Appendix F Bibliography of Recommended Reading and Viewing	450	(9)
Seed Strategies Index	459	(3)
Subject Index	462	(10)
About the Author	472

Excerpts

The arts do matter in their own right . . . but also as instruments of cognitive growth and development and as agents of motivation for school success. In this light, unfair access to the arts for our children brings consequences of major importance to our society. (Catterall, Chapleau, & Iwanaga, 1999) THE PURPOSE OF THIS BOOK Since the events of September 11, 2001, we now look at our work in education with a different eye. Of what value will higher student achievement on standardized measures be if our children aren't safe? What can educators do to prepare students to be more adept at solving the unknown problems ahead of them? How can renewed feelings of patriotism be coupled with increased respect for the diverse peoples of the world? How can children be taught democratic values for freedom and justice using pedagogic processes consistent with these values--methods that encourage students to think openly, take risks, consider choices, and make fair decisions? As we face these teaching challenges in the 21st century, we see a greater need to use our innate creative problem-solving abilities than at any other time in history. The fixture beckons with a plethora of educational promises and problems. Our challenge is to digest the growing mountain of learning research and convert it to thoughtful, artful practice. One thing we have learned through the ages is that human beings are at their best when laughing, dancing, singing, painting, potting, and pretending. The most important aspects of civilization are preserved not in percentiles, stanines, or grades, but in imaginative literature, art, drama, dance, and music. And these are the ancient learning rhythms that draw contemporary children. The arts were, and remain, the most basic and most essential forms of human communication. The arts are ways to create meaning about our deepest feelings and most significant thoughts. To ignore or minimize their value by compartmentalizing them in our classrooms into "specials" on Tuesdays or an annual class play is to deny their power in teaching and learning. This is why increasing numbers of schools have chosen to integrate the arts as primary strategies to increase student achievement, especially in reading and writing. A substantial body of research supporting the impact of the arts on learning is now readily available through publications such asChampions of Change: The Impact of the Arts on Learning(Fiske, 1999). The goal of this text, the second edition ofCreating Meaning Through Literature and the Arts,is to help pre-service education majors and practicing teachers meaningfully integrate literature, art, drama, dance, and music throughout the curriculum by providing a basic knowledge of the arts, clear reasons for integration, and specific how-to arts integration principles. Teachingwith,about,in,andthroughthe arts implies an alternative approach to the traditional role of classroom teachers who teach science, social studies, math, and language arts/reading using the arts only as enjoyable add-on activities. It is no longer thinkable to cram children into rows of desks and allow them to see school as a lifeless, dull place compared to an outside world filled with emotional and stimulating visual images, concert-quality CDs and entertainment, and fashion designs produced by creative geniuses. It is our role as teachers to make school every bit as engaging, with compelling stories, songs, images, and movement in all lessons. Because this is an introductory text, I have used my background in alternative learning strategies and many years in undergraduate teacher education to scaffold for readers with structuring devices, repetition, use of examples, and mnemonic devices. My hope is to empower readers to use their own creative abilities to discover patterns and use the ordinary in extraordinary ways in their teach