Handbook for K-8 Arts Integration Purposeful Planning Across the Curriculum

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2009-08-03
  • Publisher: Pearson

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If you are a pre-service or a practicing teacher this is one book you will want in your library. This concise and practical, yet research-based, handbook will show you how to create and use standards-based art activities to teach across the content areas. Written in an engaging and practical format complete with classroom vignettes and examples you will learn see what arts integration looks like in practice. Utlizing a constructive and reflective process (purposeful planning) this handbook empowers teachers to plan, teach, and evaluate thier own art-infused lessons linked to what their students will need to know within other content area instruction.

Author Biography

Nan L. McDonald, Ed.D., is currently an Associate Professor and Coordinator of Music Education at San Diego State University's School of Music and Dance. With over 30 years of teaching experience in preschool, K-university level music education,  integrated arts for classroom teachers, music and early literacy development, and classroom discipline and management, Dr. McDonald is actively involved in training both future and practicing music and classroom teachers. She is the recipient of the prestigious “Monty”, the SDSU Alumni Award for Outstanding Contributions to the University for the SDSU College of Professional Studies and Fine Arts. Dr. McDonald has twice been designated as the Outstanding Faculty Member in both Liberal Studies (1999) and School of Music and Dance (2005) and has been honored as the California Outstanding University Music Educator (2000) by the California Music Educators Association. 

She was twice elected the Executive State Vice President of the California Music Educators Association (1994-1998) and continues to collaborate with many school districts and universities nationwide in professional growth offerings and curriculum development for practicing arts specialists and classroom teachers.


Dr. McDonald is the author of numerous scholarly articles in national and international publications. She is also a Program Author for Pearson Education/Scott Foresman, Silver Burdett Music’s K-8 national basal text series in music, Making Music © 2002, 2005 and Making Music With the Arts Across the Curriculum © 2008. Dr. McDonald and SDSU colleague, Dr. Douglas Fisher, have written two books for classroom teacher education entitled Teaching Literacy Through the Arts: A Guidebook for Teachers by Guilford Publications, 2006, and Developing Arts-Loving Readers: Top Ten Questions Teachers are Asking about Integrated Arts Education published by Rowan & Littlefield, 2002.  Dr. McDonald is currently writing an integrated arts methods text for graduate education courses which will be published by Pearson.

Table of Contents

About the Authorp. vi
Prefacep. xvii
Acknowledgmentsp. xxi
Attitude Surveyp. xxii
What Are the Arts, Their Standards, and Their Impact on Student Learning?p. 1
Focus Activityp. 2
What Are the Arts?p. 2
Arts as Core Contentp. 2
Who Will Teach the Arts?p. 3
Classroom Teachers: General Education With and Through the Artsp. 3
What Is Purposeful Planning With and Through the Arts?p. 4
Standards in the Artsp. 5
Suggestions for Standards-Based Arts Activitiesp. 5
Research on the Impact of Arts Activity on Student Learningp. 8
Why Use the Arts Within Content Area Instruction?p. 8
How Does Participation in Arts Activities Impact Student Achievement and Learning?p. 8
Learning Through the Arts: Student Academic and Social Developmentp. 8
Learning through Musical Activityp. 9
Learning through Visual Art Activityp. 9
Learning through Theatre/Dramap. 9
Learning through Dance/Movementp. 10
Learning through Integrated Arts Activities within Content Area Instructionp. 10
Learning through Arts-Rich School Environmentsp. 10
Arts Infusion in Action: Classroom Vignettesp. 10
In the Classroom: Integrating Language Arts/Literacy with the Arts: "Orchid Paragraphs"p. 10
Teacher Debriefing: Mrs. Law's Grade 2 Art and Literacy Lessonp. 12
Big ideas tied to content standardsp. 12
Teaching strategies/sequencesp. 13
Assessments/evaluationsp. 14
Reflections on Mrs. Laws's lessonp. 16
Considerations in Mrs. Law's planning and teachingp. 16
In the Classroom: Integrating Social Studies/U.S. History with the Arts; "Let's Find Out: George Washington and the American Revolutionary War"p. 18
Big ideas tied to content standardsp. 18
Teaching strategies/sequencesp. 19
Assessments/evaluationsp. 22
Reflections on Mr. Gonzalez's lessonp. 23
Conclusionp. 24
Referencesp. 24
What Students Need to Knowp. 27
Focus Activityp. 28
Food for Thought: What Your Students Need to Knowp. 28
Hints in Reading Contributing Teacher Examplesp. 29
K-8 Teacher Contributors: First Stages of Purposeful Planningp. 30
In the Classroom: Integrating Science and the Arts: "Lifecycle of Butterflies"p. 31
Big ideas tied to content standardsp. 31
Purposeful planning goalsp. 32
Discussionp. 32
In the Classroom: Integrating Math and the Arts: "Singing, Moving, Drawing on the Language of Math"p. 33
Big ideas tied to content standardsp. 34
Purposeful planning goalsp. 35
Discussionp. 35
In the Classroom: Integrating Social Studies (Geography), and the Arts: "Desert Habitat Art"p. 35
Big ideas tied to content standardsp. 36
Purposeful planning goalsp. 37
Discussionp. 37
In the Classroom: Integrating Social Studies (History/Geography), Math, and the Arts: "Exploration/Colonization"p. 38
Big ideas tied to content standardsp. 38
Purposeful planning goalsp. 40
Discussionp. 40
In the Classroom: Integrating Social Studies/History and the Arts: "Jamestown in 1607"p. 40
Big ideas tied to content standardsp. 42
Purposeful planning goalsp. 45
Discussionp. 46
In the Classroom: Integrating History/Geography and Theatre: "Manifest Destiny: Westward Expansion"p. 46
Big ideas tied to content standardsp. 46
Purposeful planning goalsp. 48
Discussionp. 48
Theory and Rationale: Reflective Practices and Constructive Curriculum Planningp. 49
What Students Need to Know: Key Ideas Toward Student Understandingp. 50
Careful Choicesp. 50
Backward Curriculum Designp. 50
Education for Understandingp. 50
Big ideasp. 50
What students should know and be able to dop. 51
What we want our students to understandp. 51
Reflective Practices: The Importance of Others in Your Planningp. 51
Interaction with Peersp. 52
Suggestions for Discussion Topicsp. 52
Conclusionp. 53
Self-Study: What Students Need to Knowp. 53
Referencesp. 55
What Students Already Knowp. 57
Focus Activityp. 58
What Students Already Knowp. 58
In the Classroom: Integrating Social Studies/History and the Arts: "Jamestown in 1607"p. 59
Anticipatory Activities as Platforms for Inquiryp. 61
In the Classroom: "Orchid Paragraphs"p. 63
Experiential Learning: The Role of Direct Experience in Lesson Scaffoldingp. 64
Tools for Finding Out What Students Already Knowp. 66
Thought-Provoking Questions (K-W-L)p. 66
Visual Displaysp. 66
Quick Writesp. 68
Anticipation Guidesp. 68
Demonstrationsp. 69
Learning with Understanding: Arts Activity and Transfer of Student Knowledgep. 70
Conclusionp. 71
Self-Study: What Students Already Knowp. 71
How to Complete the Self Studyp. 71
Referencesp. 72
Selecting Resourcesp. 75
Focus Activityp. 76
Mr. Gonzalez's Lesson: Beyond Teaching Comfort Zonesp. 77
Teacher Debriefing: Mr. Gonzalez's Connections Across Content Areasp. 78
Materials Planning Cyclep. 79
Planning Interdisciplinary Activities to Connect Students to Other Learningp. 82
Summary: Mr. Gonzalez's Purposeful Materials Planningp. 83
Selecting Appropriate Resources: Interviews With Other Contributing Teachersp. 83
Interview With Mr. Pham (Grades 4 and 5)p. 84
Interview With Mrs. Gray (Grade 3)p. 86
Interview With Ms. Elemont (Grade 6)p. 87
Interview With Ms. Tanonis (Grades K and 1)p. 88
Summary of Contributing Teachers' Considerations and Criteria for Materials Planningp. 89
Conclusionp. 91
Self-Study Exercisesp. 91
Suggestions for Peer Discussionsp. 92
Suggestions for Completing Figure 4.4, "Self-Study: Resource Planning and Selection"p. 93
Suggestions for Using Figure 4.5, "Materials Criteria Checklist"p. 98
Referencesp. 101
Instructionp. 103
Focus Activityp. 104
What Are Some Ways to Plan for Instruction With the Arts?p. 105
Refocus on "Big Picture" Ideas: The Arts Content Standardsp. 105
Increasing artistic perception: Processing of information about elements found within the arts.p. 105
Creating and performing artp. 106
Analyzing and valuing: Learning to make informed judgments about the arts.p. 106
Learning about and making connections between the arts within their historical and cultural contexts.p. 106
Comparing and connecting learning with the arts with other subject areas and careersp. 106
Characteristics of Successful Arts-Infused Lessonsp. 107
Instructional Components and Sequence in Arts-Infused Lessonsp. 109
Introduction/Anticipatory Setp. 109
Modeling/Use of Materialsp. 110
Debrief the Modelp. 110
Invitation to Createp. 110
Independent Practice: Allow Time to Createp. 111
Teacher as Facilitator of Creativity Processesp. 112
Informal Performance/Displays (Authentic Assessments) and Other Forms of Evaluationsp. 112
Reflection: Students and Teacherp. 113
Arts-Infused Teaching Strategies at Work in the K-8 Classroomp. 114
K/1 Lesson Instructional Sequence: Ms. Tanonisp. 114
Sixth-Grade Math Instructional Sequence: Ms. Elemontp. 118
Conclusionp. 122
Self-Study: Mapping Your Arts-Infused Instructional Sequencep. 122
Instructions for Using Figure 5.3p. 122
Referencesp. 126
p. 127
Focus Activityp. 128
Evaluation and Assessment During Arts-Infused Lessonsp. 129
Understandingp. 130
Authentic Assessmentsp. 131
Assessment/Evaluation Examplesp. 133
In-Class Performance Sharingp. 133
Knowledge Charts/K-W-Lp. 133
Progress Checks During Arts-Infused Activitiesp. 134
Evaluative Discussion, Written Self-Assessments, and Journal Promptsp. 135
Cross-Grade Performance Sharing/Exhibitsp. 135
Displays of student artwork paired with original student writingp. 136
School-wide festivals/Thematic Arts Activitiesp. 136
Student projects based on famous works of artp. 136
In class word wall displaysp. 137
Community outreach or service projectsp. 137
Teacher Reflectionp. 138
Summary of Examples of Assessment and Evaluationp. 138
Contributing Teachers' Assessments in Actionp. 139
In the Classroom: Integrating Social Studies/History and the Arts: "Jamestown in 1607"p. 139
How written and authentic assessments were usedp. 139
What happened?p. 142
In the Classroom: Integrating Social Studies (Geography) and the Arts: "Desert Habitat Art"p. 143
How written and authentic assessments were usedp. 145
What happened?p. 145
Conclusionp. 147
Self-Study: Arts-Infused Lesson Assessmentsp. 147
How to Use Figure 6.6: Self Study: "What Happened?: Assessments in Action"p. 147
Referencesp. 150
Unpacking the Arts Standards' Big Ideasp. 151
Focus Activityp. 152
Arts Standards in Purposeful Planningp. 153
What Are Content Standards in the Arts?p. 153
For Whom Were Arts Standards Intended and What Is Their Purpose?p. 154
What Do the Content Standards in the Arts Contain?p. 154
Can I Teach Arts Standards as a Nonspecialist?p. 157
Unpacking the Arts Standardsp. 157
What Are Some Big Ideas Within the Arts Standards?p. 157
Which "Big Ideas" in the Arts Standards Are Most Appropriate for My Personal Use and Why?p. 158
Discussion of Table 7.1: "Unpacking the Arts Standards' "Big Ideas"p. 159
Conclusionp. 163
Self-Study: Review of My Visual and Performing Arts Standardsp. 163
Suggestions for Using Figure 7.1p. 163
Referencesp. 168
Arts Within My Classroom and Beyondp. 169
Focus Activityp. 170
Creating, Using, and Sharing Your Customized Lesson Filep. 170
Advocacy for Arts-Infused Teaching and Learningp. 171
Increase respect for the worth and value of arts infusion in K-8 general curriculump. 171
Inform current or future school site leaders about the need for arts infusion within your curriculump. 171
Inform and involve parents in the effortp. 172
Develop a simple model lesson presentation for other teachers or future teachers, interested parents, and administrators at your school sitep. 177
Ask school site administrators, district supervisors/curriculum coordinators for a list of all arts resources and materials available for classroom teacher usep. 177
Ask for time for professional growth and curriculum development in the area of arts-infusion across the curriculump. 177
Ask for professional growth days or district teacher training in arts integration or arts infusion across the K-8 curriculump. 177
Ask other grade level peers if they would like to explore the idea of teaming/rotating arts-infused lessons across their curriculum.p. 177
Form an integrated arts committee at your school sitep. 178
"Thumbnail Sketches": Additional Ideas from Our K-8 Contributing Classroom Teachersp. 178
Ms. Tanonisp. 179
Mrs. Lawsp. 180
Mrs. Grayp. 181
Mr. Phamp. 182
Mrs. Crandallp. 183
Ms. Elemontp. 184
Mr. Sotop. 185
Conclusionp. 186
Referencesp. 186
Appendix: Resource Bibliographyp. 187
Indexp. 201
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