How to Integrate Art in the Classroom High School

Practice in Action

Integrating the Arts with Other Subjects combines the artistic engagement of arts activities with content from other subject areas, such as math, science, linguistic communication arts, social studies, and technology. There are many means to integrate the arts with specific content areas. For instance, an interplanetary travel brochure combines science content with fine art skills.

There are many types of arts-integrated activities. Some examples are project- or problem-based, or thematic projects that require collaboration and incorporate content across the curriculum. For example, in designing and publishing a brochure that advertises travel to a selected planet, students have to learn nearly the planets (science), travel advert (economics, engineering science), persuasive writing (linguistic communication arts), and combine all of those into an aesthetically pleasing print product that "sells" the planet of their choice.

Begin by connecting with schoolhouse-day teachers to find out what themes students are studying in different classes. If students are studying the early explorers in social studies, you lot can extend their learning with arts-based activities such every bit creating maps, replicating costumes and plays based on the life of early explorers, or designing a flag to mark a new settlement. To incorporate reading and writing skills in an arts-based action, students tin make and illustrate their own books around a theme. It is important to develop arts-based activities that likewise tap students' interests, such every bit animals, cooking, music, or technology. Whatsoever the activeness, be certain that students have an opportunity to explore, limited, and present something that incorporates learning from different subject areas.

Integrating the Arts with Other Subjects works considering students are able to use different strategies and learning styles to explore a variety of subject area areas. Students who struggle in science, for example, might savour the content more if information technology is presented in the context of an art activity, ultimately increasing their want to learn. Giving students opportunities to dance, human action, draw, pigment, or play music draws on their strengths and broadens their learning experience across the curriculum.

Planning Your Lesson

Great afterschool lessons beginning with having a clear intention about who your students are, what they are learning or need to piece of work on, and crafting activities that appoint students while supporting their bookish growth. Bang-up afterschool lessons as well require planning and training, equally at that place is a lot of work involved in successfully managing kids, materials, and time.

Below are suggested questions to consider while preparing your afterschool lessons. The questions are grouped into topics that correspond to the Lesson Planning Template. You tin print out the template and utilize it as a worksheet to plan and refine your afterschool lessons, to share lesson ideas with colleagues, or to assistance in professional development sessions with staff.

Lesson Planning Template (PDF)

Lesson Planning Template (Word document)

Form Level
What course level(s) is this lesson geared to?

Duration
How long will it take to complete the lesson? Ane hr? I and a one-half hours? Will it be divided into ii or more parts, over a week, or over several weeks?

Learning Goals
What do you want students to acquire or be able to do after completing this activeness? What skills do you desire students to develop or strop? What tasks practise they need to accomplish?

Materials Needed
Listing all of the materials needed that will be needed to complete the activity. Include materials that each student will need, as well as materials that students may need to share (such as books or a estimator). Also include any materials that students or instructors will demand for tape keeping or evaluation. Will you need to store materials for futurity sessions? If so, how volition you practise this?

Preparation
What practise yous need to do to set for this activity? Will y'all need to gather materials? Volition the materials need to exist sorted for students or will you assign students to be "materials managers"? Are there any books or instructions that you lot need to read in order to prepare? Practice you need a refresher in a content area? Are there questions you demand to develop to help students explore or talk over the activity? Are in that location props that you need to have assembled in accelerate of the action? Do y'all need to enlist another adult to assistance run the activity?

Think nigh how you might dissever up groups―who works well together? Which students could assist other peers? What roles will you assign to different members of the grouping and then that each student participates?

Now, call up most the Practice that you are basing your lesson on. Reread the Practice. Are there ways in which you lot need to amend your lesson plan to meliorate address the central goal(s) of the Do? If this is your first time doing the activity, consider doing a "run through" with friends or colleagues to see what works and what you may need to change. Alternatively, you could ask a colleague to read over your lesson plan and requite y'all feedback and suggestions for revisions.

What to Practise
Recall about the progression of the action from offset to finish. One model that might exist useful—and which was originally developed for scientific discipline education—is the 5E's instructional model. Each phrase of the learning sequence can be described using v words that brainstorm with "Due east": engage, explore, explain, extend, and evaluate. For more data, see the 5E'due south Instructional Model.

Outcomes to Await For
How will you lot know that students learned what yous intended them to acquire through this activeness? What will exist your signs or benchmarks of learning? What questions might you enquire to appraise their understanding? What, if any, product will they produce?

Self-Evaluation
After yous behave the activity, accept a few minutes to reverberate on what took identify. How do you think the lesson went? Are in that location things that you lot wish you had washed differently? What will you modify next time? Would you do this action again?

Sample Lessons

Students acquire nearly the Incan civilization of the Andes mountains, listen to traditional Andean music, and make a siku—a traditional Andean musical instrument.

2 45-minute sessions

• Acquire near the geography of the Andes mountains
• Acquire about the relationship between nature and traditional Andean music
• Make and play a traditional Andean siku

• Map of the world that shows South American countries and the Andean mountain range
• CD player and CDs with Andean music. (one example of a CD is The Andean Flutes by Joel Francisco Perri, which includes the songs "El Pájaro Campana," "Soplo del Viento," "Carnaval Equatoriano," "Tierra del Fuego," and "Los Condores del Sol")
• Bamboo (depending on what is available, either short pieces or one long slice to be cut into shorter pieces; may be institute at garden supply stores)
• Craft saw
• Sandpaper
• Record
• Plastic wrap
• Colorful yarn
• Cardboard strips to help stabilize bamboo during construction (optional)
• Pictures of the Andean siku (optional)

• Inquiry basic information well-nigh Andean civilizations and music. (See Resources tab for suggested Spider web sites.)
• Read Secret of the Andes by Ann Nolan Clark and select excerpts to read aloud to class.
• Listen to some Andean music and review musical concepts. Syncopation stresses an "off-beat" in music. Siku music uses a grade of syncopation that involves a "brusk-long-short short-long-brusk" note design. To demonstrate, handclapping a steady rhythm while maxim "dit-daaaaaaah-dit" in the syncopated rhythm.
• Review materials and instructions for making an Andean siku.
• Using the craft saw, cut bamboo into v pieces (nine, eight, 7, 6, and 5 inches long) per student.

Session 1

• Read aloud excerpts from Underground of the Andes past Ann Nolan Clark.
• Ask students to find the Andean mountains on a map and place the countries that the mountains span.
• Discuss music and how people discover inspiration for music. Play an example of traditional Andean music. Inquire students what they think of when they hear the music and what the inspiration for this music might have been.
• Explicate to students that the people of the Andes oft found their musical inspiration in nature. Hash out how nature tin can create music. Ask students to brainstorm sounds in nature and demonstrate how someone might imitate those sounds. For example, borer fingers softly on desk tin can simulate rain; saying "sssshhhhhhh" tin simulate the audio of a breeze through the leaves.
• Play the case of Andean music over again. Discuss how syncopation stresses an "off-vanquish" in music, and that siku music uses a course of syncopation that involves a "brusk-long-short brusk-long-short" notation pattern. To demonstrate, clap a steady rhythm while saying "dit-daaaaaaah-dit" in the syncopated rhythm. Accept your students effort it, too.
• Inquire students to explicate the sounds in nature that they recollect inspired this piece. Remind them to consider the environment and climate of the Andes mountains.

Session two

• Begin by playing some Andean music for students. Remind them of the Andean music that they heard and discussed in the last session.
• Explain that students will be making an Andean siku—a traditional pan flute fabricated from bamboo reeds.
• Give each student the supplies to create a siku:
  • 5 bamboo reeds, precut into lengths of 9, 8, 7, 6, and 5 inches
  • Sandpaper
  • Tape
  • Cardboard strips and/or colored yarn
• Instruct students to sand the ends of each piece of bamboo until smoothen.
• Wad up a pocket-sized slice of plastic wrap and put it inside the lesser of the longest piece of bamboo. It needs to be a tight fit—accident into the bamboo piece to brand sure that no air escapes past the plastic wrap. Motion the plastic wrap up or down inside the bamboo to adjust the pitch of the pipe. Repeat for the remaining four bamboo pieces.
• Lay the pieces adjacent to each other, longest to shortest, and line up the tops of each piece. Tape the pieces together most one inch from the tiptop. Yous may want to stabilize the pipes by placing a cardboard strip horizontally across the pipes earlier taping. Encompass the tape past wrapping yarn around the pieces multiple times.
• To play the siku, agree the panpipe vertically, placing it against your chin and simply under your top lip, with the longest piece to your left. Blow across the top of each pipe equally yous would with a canteen, making the sound "tu" or "pu."
  • Point out that siku music uses brief notes rather than longer, sustained notes. This ways that students should use a forceful set on when playing the instrument.
  • Inquire students to think near sounds in nature and use their sikus to "play" those sounds. For instance, raindrops falling, thunder crashing, or birds chirping.

• Student participation and engagement
• An agreement of how sounds in nature can inspire music
• An understanding and appreciation of Andean music and culture
• Students use of the siku to create sounds that emulate sounds of nature

Planetary Travel Brochure (4-half dozen)

Students create a travel brochure for the planet of their choice using basic elements of the visual arts.

2 to three 45-minute sessions

• Sympathize bones elements of the visual arts
• Sympathize how the visual arts can exist used to communicate ideas
• Learn how to utilize expressive features and visual organization to communicate ideas

• Copy of The Magic School Bus: Lost in the Solar Organisation by Joanna Cole
• Chalkboard or dry-erase board
• Internet access or books about the solar arrangement
• Drawing materials (cardstock or manila paper, pencils, crayons or markers)
• Arts and crafts materials (yarn, string, construction newspaper, glitter, glue)
• Travel brochures from various locations (optional)

• Read The Magic Schoolhouse Bus: Lost in the Solar Organisation by Joanna Cole and apply the illustrations to review the basic elements of the visual arts, such every bit color, shape, and line.
• Consult the Resources tab for suggested Spider web sites and books to familiarize yourself with the solar system.
• Print the Planetary Travel Brochure (PDF).

Session 1

• Read aloud The Magic School Bus: Lost in the Solar System by Joanna Cole. Use the illustrations in the book to review the bones elements of the visual arts (color, shape, line).
• Prepare a planet chart on the chalkboard or dry-erase board to organize the information students will assemble nigh the planets.
• Split the grade into pairs or small groups and assign a planet to each. Give students 20 to 30 minutes to enquiry their planets. Ask them to record the following:
  • Size
  • Distance from the sun
  • Rotation period
  • Revolution menstruation
  • Limerick (rock or gas)
  • Appearance
  • Number and names of moons
  • Special features
• When students accept finished researching their planets, fill in the planet chart and discuss what students learned about the planets.

Session 2

• Review the story and planet chart from Session 1. Inquire students to consider which planet they would visit if they could, and why they would choose that planet.
• Show sample travel brochures and explain that they volition be creating travel brochures for their selected planets. Briefly discuss the techniques used in brochures to create excitement or interest in a particular destination.
• Innovate elements of the visual arts, such as color, shape, and line. Discuss how these elements may be used to convey information about their planets, for example, a color palette that represents the different planetary temperatures, curved lines to depict rotation, etc.
• Demonstrate how to fold paper/cardstock into thirds. And so have students create their brochures, which should include 8 to 12 interesting facts about their planets. Provide additional time for the brochure design, if needed.
• Display the brochures or ask students to present their brochures to ane another in pairs or small groups.
• As an extension, consider having students create an advertizement campaign for each planet, including a radio/Boob tube commercial, billboard, and/or magazine ad.

• Student participation and engagement
• An agreement of the bones elements of the visual arts
• Brochures that reflect accurate information almost the planets

Theatrical Economics (K-three)

Students read If You lot Give a Sus scrofa a Pancake, identify the appurtenances and services in the story, deed out scenes, and create their own scripts.

45 minutes

• Place and distinguish between goods and services
• Use improvisation and characterization to depict characters from a story
• Create and perform an original script

• Copy of If You Requite a Pig a Pancake past Laura Numeroff
• Chalkboard, dry-erase lath, or large easel with paper
• Writing and drawing materials (newspaper, pencils, markers, crayons)

• Read If Y'all Give A Grunter A Pancake.
• Review some of the basic elements of drama, including label and improvisation.
• Create a performance space (for example, record can mark a "stage").

• Read aloud If You Requite a Pig a Pancake.
• Ask students to call up the sequence of the story. List all the things the sus scrofa asks for. Refer back to the book, if necessary.
• Explicate how some of the things the sus scrofa wants are goods (or items, such equally pancakes or syrup) and some are services (or things people do, such as playing music or taking pictures).
• In pairs, ask students to assume the characters of the sus scrofa and the kid. Interim as the narrator, read a line from the book and let students act it out, improvising their own dialogue. (For example, the sus scrofa might tell the kid why she wants the next adept or service: Please requite me some syrup—the pancake will taste better.)
• Suspension after each line and allow the audience to identify the grunter's request as a skilful or a service.
• Divide students into groups and ask them to create a script for a new play, If You Give a _____ a _____. Let students to determine who the main character will be and what he or she will enquire for.
  • Ask students to come up with at to the lowest degree viii things that the principal character asks for.
  • Equally an additional challenge, tell students that the main character should alternate between requesting goods and services, or request all goods or all services.
• Ask each group to perform its play for the class.

• Student participation and engagement
• An understanding of the difference between goods and services
• Creative scripts that reflect an understanding of goods and services
• Performances that include improvisation and characterization

Resources

Use desktop publishing to design and publish brochures. Students can use word- processing software to write articles, scanners to recreate images, and digital photography to download pictures into documents.

Nigh Desktop Publishing

StarChild
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

National Geographic Solar System
http://www.nationalgeographic.com/solarsystem/splash.html

Enquiry Summary: The National Standards describes integrating the arts beyond art forms (visual arts and music, music and theatre, music and dance, theatre and dance, etc.) equally well as a mode to empathise other subject areas: "Be able to relate various types of arts knowledge and skills within and across arts disciplines, and use to other disciplines every bit relevant (i.due east. integrated or project ground, 2003, No. 5)." The issue of integration and integrated strategies emerges equally a theme in much of the afterschool research. Miller describes project-based learning as an effective method of developing problem-solving skills, critical thinking, power to brand connections across bookish disciplines, and cooperative teamwork and planning (2003). Ingram and Seashore (2003) in their study of Minneapolis Schools constitute a pregnant relationship between arts integrated pedagogy and improved student learning and accomplishment. This relationship was more powerful for disadvantaged learners, and helped to close the accomplishment gap. The relationship of arts integration and reading achievement was stronger for students in free and reduced lunch programs and English linguistic communication learner programs. They land that their findings evidence it was not the mere presence of arts integration only the intensity or persistent use of information technology that related to gains.

• Miller, B.Grand. (2003a). Disquisitional Hours: Afterschool Programs and Educational Success. Nellie Mae Education Foundation.
• Ingram, D. and K. R. Seashore (2003). The Arts for Academic Accomplishment: Summative Evaluation Report. The Annenberg Foundation and Minneapolis Public Schools.
• National Standards for Arts Education (2003). Retrived from the web: www.ed.gov/pubs/ArtsStandards.html

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Source: https://sedl.org/afterschool/toolkits/arts/pr_integrating.html

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