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

by Cornett, Claudia E.

• ISBN13: 9780131718784
• ISBN10: 0131718789
• Edition: 3rd
• Format: Paperback
• Copyright: 2011-01-01
• Publisher: Allyn & Bacon

Summary

This best-selling resource contains proven techniques for integrating literature, art, music, drama and dance into daily classroom instruction. Complete with research-based examples, authentic teacher stories, and strategies for integration, it addresses INTASC standards, assessment and differentiated instruction throughout. Discover ten ways to integrate the arts using theArts Integration Blueprint presented in the book.Explore each art form and use the compendium of starter activities (presented in Seed chapters) to generate sound, creative ways to incorporate literature, art, music, drama and dance into K-8 classrooms.

Author Biography

Claudia Cornett is a Professor Emerita at Wittenberg University.

Table of Contents

Arts Integration
An Introduction to Arts Integration	p. 1
Stop the Beatings	p. 1
Remarkable Meaning Makers	p. 2
The Arts and Integration	p. 6
History and Nature of the Arts	p. 6
What Is Art?	p. 7
Arts-Added Education	p. 7
What Is Integration?	p. 8
What Is Meaningful Arts Integration?	p. 10
In the News	p. 10
Arts for Learning Sake	p. 10
Definition and Principles	p. 11
Meaningful Arts Integration	p. 12
Levels and Models of Arts Integration	p. 12
Five Minutes a Day?	p. 12
With, About, In, and Through the Arts	p. 13
Arts-Based Reform: National and Regional Models	p. 14
Why Integrate the Arts?	p. 15
Arts and Academics	p. 15
Unique Contributions of the Arts: Process and Content	p. 16
National Initiatives and Legislation	p. 20
The Arts and the 21st-century Workforce	p. 23
Conclusion	p. 25
Resources	p. 25
Children's Literature References	p. 25
Philosophy, Research, and Theories That Support Arts Integration	p. 26
Arts Integration Philosophy	p. 28
Philosophical Overview	p. 28
People	p. 29
Principles of Learning	p. 30
Places	p. 31
Programs	p. 32
Pedagogy	p. 32
Mission Statement	p. 33
Research on Arts Integration	p. 34
Academic Achievement (as Measured by Test Scores)	p. 35
Cognitive Effects	p. 35
Literacy and Math	p. 36
Motivational/Affective Effects	p. 36
Social Effects	p. 36
Learning Environment	p. 37
Diverse Learners	p. 37
Brain Research	p. 37
Misconceptions	p. 37
Brain Facts and Educational Implications	p. 38
New Brain Research	p. 40
Arts Integration and Learning Theories	p. 40
Multiple Intelligences (MI) Theory	p. 40
Erikson's Stage Theory	p. 43
Piaget's Stages of Cognitive Development	p. 43
Maslow's Hierarchy of Needs	p. 45
Vygotsky's Social Development	p. 46
Child Development and the Arts	p. 47
Creativity and Creative Problem Solving (CPS)	p. 47
Predispositions	p. 47
Problem Based	p. 48
What Is Creativity?	p. 48
Creativity in Action	p. 49
The Creative Problem Solving (CPS) Process	p. 50
Creative Planning and Teaching	p. 52
Conclusion	p. 55
Resources	p. 55
Children's Literature References	p. 55
Arts Integration Blueprint	p. 56
How to Plan and Implement Arts Integration	p. 57
Teaching With, About, In, and Through the Arts	p. 57
More than Entertainment	p. 58
Philosophy of Arts Integration	p. 60
Arts Literacy	p. 61
Teacher Standards	p. 61
Purposes of the Arts	p. 62
Processes/Skills	p. 63
People	p. 65
Products	p. 65
Arts Elements and Concepts	p. 66
Collaborative Integrated Arts Planning	p. 66
Planning Overview	p. 66
Aesthetic Learning Environment	p. 72
Literature as a Core Art Form	p. 73
Best Teaching Practices	p. 74
What You Teach Is Who You Are	p. 75
Inside-Out Motivation	p. 75
Engagement and Active Learning	p. 76
Creative Problem Solving (CPS)	p. 76
Explicit Teaching	p. 78
Apply, Practice, Rehearse	p. 79
Aesthetic Orienting	p. 79
Process and Product	p. 80
Management: Behavior, Time, and Materials	p. 81
Independence and Self-Discipline	p. 82
Instruction Design	p. 82
Instructional Design	p. 82
Adaptations for Diverse Needs	p. 85
Student Needs: 10 Ways to Diversify Instruction	p. 86
Interventions for Special Needs Populations	p. 87
Assessment for Learning	p. 87
Definition and Purposes	p. 88
Evidence Driven	p. 88
Issues	p. 88
For/Of	p. 88
Assessing Assessment	p. 89
Assessment Tools	p. 89
Arts Partnerships	p. 91
Direct Service	p. 91
Arts Specialists	p. 91
Arts Agencies/Organizations	p. 93
Arts Directory	p. 93
Conclusion	p. 93
Resources	p. 93
Children's Literature References	p. 93
Integrating Literature and the Arts Throughout the Curriculum
Integrating the Literary Arts	p. 94
Literature at the Core	p. 94
What Are the Literary Arts?	p. 96
Philosophy of Arts Integration	p. 97
Why Integrate Literature?	p. 97
Arts Literacy: Literary Content and Skills	p. 102
What Teachers Need to Know	p. 102
Collaborative Planning	p. 112
National Standards: Literary Arts	p. 112
Integrated Units	p. 113
Unit Structures	p. 113
Field Trip or Literary Event	p. 114
Special Connections	p. 115
Two-Pronged Lesson Plan	p. 115
Aesthetic Literary Environment	p. 117
Literature Collections	p. 117
Literature as a Core Art Form	p. 117
Creativity	p. 117
Unity and Balance	p. 117
Taste	p. 117
Selection Sources	p. 118
Best Teaching Practices	p. 121
What You Teach Is Who You Are	p. 121
Explicit Teaching	p. 124
Aesthetic Orienting	p. 125
Stretching Time	p. 126
Independence and Self-Discipline	p. 126
Instructional Design: Routines and Structures	p. 126
Adaptations for Diverse Needs	p. 130
Developmental Stages	p. 130
Matching Books and Students	p. 130
Assessment for Learning	p. 131
Arts Partnerships	p. 131
Author/Artist Visits	p. 131
Conclusion	p. 132
Resources	p. 132
Children's Literature References	p. 133
Seed Strategies for Literature and Poetry	p. 135
Chapter Organization	p. 136
Energizers and Warm-Ups	p. 136
Teaching About Literature: Elements and Genre Traits	p. 138
Connecting Literature to Curricular Areas	p. 139
Science Focus	p. 139
Social Studies Focus	p. 140
Literacy: Reading and Language Arts Focus	p. 143
Math Focus	p. 145
Special Focus: Poetry Sharing and Writing	p. 146
General Principles for Poetry Integration	p. 147
Ongoing Poetry Routines	p. 147
Poetry Sharing and Performance	p. 148
Memorizing Poetry	p. 148
Composing Poetry: Written and Oral	p. 148
Conclusion	p. 150
Resources	p. 150
Integrating Visual Art Throughout the Curriculum	p. 152
Visual Imagery and Literacy	p. 152
Arts Integration Philosophy	p. 155
Why Should Teachers Integrate Art?	p. 155
Arts Literacy: Content and Skills	p. 159
What Do Teachers Need to Know to Integrate Art?	p. 159
Collaborative Integrated Art Planning	p. 167
Unit Planning	p. 167
Aesthetic Learning Environment	p. 172
Immersion	p. 174
Art Sources	p. 174
Literature as a Core Art Form	p. 175
Visual Art-Based Literature	p. 175
Best Teaching Practices	p. 176
Teacher Roles: Guide and Director	p. 176
Creative Problem Solving and Authentic Art	p. 177
Explicit Teaching	p. 177
Aesthetic Orienting	p. 178
Process and Product	p. 179
Instructional Design: Routines and Structures	p. 179
Energizers and Warm-Ups	p. 179
Daily Routines and Rituals	p. 179
Art Discussions	p. 180
Stations and Centers	p. 180
Adaptations for Diverse Needs	p. 181
Visual Art and Child Development	p. 181
Differentiating Instruction	p. 184
Websites	p. 185
Assessment for Learning	p. 185
Arts Partnerships	p. 186
Conclusion	p. 188
Resources	p. 188
Children's Literature References	p. 189
Visual Art Seed Strategies	p. 190
Chapter Organization	p. 191
Energizers and Warm-Ups	p. 192
Teaching Art Concepts and Elements	p. 193
Using Different Media	p. 196
General Tips	p. 196
Mixing Colors: Color Triangles	p. 196
Drawing and Rubbing	p. 198
Painting and Painting Tools	p. 199
Printmaking	p. 199
Collage	p. 200
Artistic Techniques: Enlarge, Simplify, Crop	p. 200
Displays and Bulletin Boards	p. 201
Murals	p. 201
Mixed Media	p. 201
Photography	p. 202
Three-Dimensional Art	p. 202
Bookmaking	p. 205
Connecting Visual Art to Curricular Areas	p. 205
Science Focus	p. 205
Social Studies Focus	p. 207
Literacy: Reading and Language Arts Focus	p. 208
Math Focus	p. 213
Conclusion	p. 214
Resources	p. 214
Children's Literature References	p. 215
Integrating Drama Throughout the Curriculum	p. 216
Drama in Education	p. 216
Philosophy of Arts Integration	p. 218
Why Should Teachers Integrate Drama?	p. 219
Arts Literacy: Content and Skills	p. 223
What Do Teachers Need to Know to Integrate Drama?	p. 223
Collaborative Planning	p. 227
Meaningful Connections	p. 227
The National Standards for the Arts: American Goals	p. 227
Unit Planning	p. 228
Aesthetic Learning Environment	p. 229
Literature as a Core Art Form	p. 231
Best Teaching Practices	p. 231
What You Teach Is Who You Are	p. 231
Creative Problem Solving	p. 234
Explicit Teaching	p. 235
Management:Time, Space, Students	p. 235
Discipline for Independence	p. 237
Instructional Design: Routines and Structures	p. 238
Structuring Lessons	p. 238
Clubs	p. 239
Adaptations for Diverse Needs	p. 239
Assessment for Learning	p. 240
Coaching: Formative Feedback	p. 240
Observation Records	p. 241
Rubrics and Checklists	p. 241
Peer Feedback	p. 241
Program Evaluation	p. 242
Arts Partnerships	p. 242
Arts Agency Collaborations	p. 242
Arts Education Partnership (http://aep-arts.org)	p. 242
Teaching Artists and Artist Residencies	p. 242
When There Is No Drama Specialist	p. 245
Conclusion	p. 246
Resources	p. 246
Children's Literature References	p. 246
Drama and Storytelling Seed Strategies	p. 247
Chapter Organization	p. 249
Drama Reminders	p. 249
Energizers and Warm-Ups	p. 249
Pantomime Strategies	p. 251
Verbal Improvisation Strategies	p. 257
Connecting Drama to Curricular Areas	p. 262
Science Focus	p. 262
Social Studies Focus	p. 263
Literacy: Reading and Language Arts Focus	p. 263
Math Focus	p. 266
Special Section: Storytelling, an Integrated Art Form	p. 267
Why Storytelling?	p. 267
Storytelling Strategies and Resources	p. 268
Storytelling Sources and Resources	p. 273
Conclusion	p. 274
Resources	p. 274
Children's Literature References	p. 274
Integrating Dance and Movement	p. 276
Two Ways	p. 276
Teaching With, About, In, and Through	p. 278
Relax! You Need Not Be a Dancer Yourself	p. 278
Philosophy of Arts Integration	p. 279
Why Should Teachers Integrate Dance and Movement?	p. 279
Arts Literacy: Content and Skills	p. 283
What Do Teachers Need to Know to Integrate Dance?	p. 284
Sources for Materials	p. 287
Teaching Approach	p. 288
Collaborative Planning	p. 289
National Standards for Dance	p. 289
Arts with Arts Integration	p. 290
Aesthetic Learning Environment	p. 294
Literature as a Core Art Form	p. 295
Best Teaching Practices	p. 296
What You Teach Is Who You Are	p. 296
Engagement and Active Learning	p. 296
Creative Problem Solving	p. 297
Explicit Teaching	p. 298
Aesthetic Orienting	p. 298
Apply-Practice-Rehearse	p. 298
Process or Product	p. 299
Management: Behavior, Time, and Materials	p. 299
Instructional Design: Routines and Structures	p. 300
IDC Lesson Framework	p. 300
Routines and Rituals	p. 301
Lessons That Flop	p. 301
Four Corners Stations	p. 302
Clubs	p. 302
Adaptations for Diverse Needs	p. 302
Adaptations for Special Needs	p. 303
Assessment for Learning	p. 303
General Criteria: Observing Dance and Dance Making	p. 303
Feedback	p. 303
Anecdotal Records	p. 303
Group Debriefing	p. 303
Self-Assessment	p. 304
Portfolio Entries	p. 304
Arts Partnerships	p. 304
Initiating Collaboration	p. 304
Residencies	p. 305
Conclusion	p. 305
Resources	p. 305
Children's Literature References	p. 306
Dance Seed Strategies	p. 307
Chapter Organization	p. 309
Energizers and Warm-Ups	p. 309
Dance BEST Elements and Concepts	p. 311
Connecting Dance to Curricular Areas	p. 314
Science Focus	p. 314
Social Studies Focus	p. 316
Literacy: Reading and Language Arts Focus	p. 318
Math Focus	p. 320
Multiarts Focus: Dance Integrated with Other Arts	p. 321
Conclusion	p. 322
Resources	p. 322
Children's Literature References	p. 322
Integrating Music Throughout the Curriculum	p. 323
In the News	p. 323
Music Research: It's Only Naturals	p. 325
Philosophy of Arts Integration	p. 326
Why Integrate Music?	p. 326
Arts Literacy: Content and Skills	p. 330
What Do Teachers Need to Know to Integrate Music?	p. 330
Collaborative Planning	p. 338
Nine National Standards for Music K-8	p. 338
Respected, Not Trivialized	p. 338
Complementary Connections	p. 338
Unit Centers	p. 340
Two-Pronged Integrated Plans	p. 342
Aesthetic Learning Environment	p. 342
Background Music: Research	p. 342
Besides Background Music	p. 344
Literature as a Core Art Form	p. 344
Best Teaching Practices	p. 347
What You Teach Is Who You Are	p. 347
Engagement and Active Learning	p. 348
Creative Problem Solving	p. 350
Explicit Teaching	p. 351
Aesthetic Orienting	p. 351
Management	p. 352
Practice and Indepence	p. 352
Instructional Design: Routines and Structures	p. 353
Lesson Introductions	p. 353
Daily and Weekly Routines	p. 353
Energizers and Warm-Ups	p. 354
Centers, Stations, Displays	p. 354
Schoolwide Structures	p. 354
Adaptations for Diverse Needs	p. 355
Nature and Nurture	p. 355
Musical Development	p. 355
Assessment for Learning	p. 356
Two-Pronged Planning	p. 356
Feedback	p. 356
Interest Inventories	p. 356
Program Evaluation	p. 356
Arts Partnerships	p. 356
Music Teachers	p. 357
Technology	p. 357
Conclusion	p. 358
Resources	p. 358
Children's Literature References	p. 358
Music Seed Strategies	p. 359
Chapter Organization	p. 359
Energizers and Warm-Ups	p. 360
Music Elements and Concept and Elements	p. 362
Connecting Music to Curricular Areas	p. 365
Science Focus	p. 366
Social Studies Focus	p. 368
Literacy: Reading and Language Arts Focus	p. 369
Math Focus	p. 375
Conclusion	p. 377
Resources	p. 377
Children's Literature References	p. 378
Epilogue	p. 379
Bibliography	p. 380
Developmental Stages and the Arts	p. 389
Adapting Arts-Based Lessons for Students with Diverse Needs	p. 392
Assessment Tools and Resources	p. 394
Discipline Prevention and Intervention	p. 399
Book Report Alternatives	p. 401
Artistic Birthday Buddies Project	p. 403
Arts-Based Field Trips	p. 404
Websites	p. 406
School Registry of Arts-Based Schools	p. 407
Arts-Based Children's Literature	p. 409
Seed Strategies Index	p. 420
Subject Index	p. 423
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