Readings: Creating Meaning Through literature and the Arts Pages 1-2, 24-30 and Chapters 2 and 3
According to Cornett, Art Integration (AI) is a reform model that naturally aligns with myriad 21st-century educational goals- especially those that aim to develop independent creative problem solvers (Cornett, 2015). AI does more than just raise test scores in students, it has motivational forces of the arts and helps develop creative thinkers.
Pages 24-30 talk about the standards and how to align AI with them. Some arts-based strategies that are congruent with Common Core are inquiry questions, revisit and rework and consumer choices (Cornett, 2015). According to the text, how students think is as important as what they know (Cornett, 2015). Incorporating AI into the classroom can help students learn new ways to think and change what they know.
Chapter 2 is about the philosophy, theories, research and wisdom of AI. When using AI in the classroom the teacher should have a mission and vision. When making a clear mission statement ask the questions, do what, for whom and why (Cornett, 2015). The theories that inform AI are communication theory and constructivism. Creativity was believed to be a gift from the Gods (Cornett, 2015). Teachers can’t hope to influence any child’s creative development without understanding creativity and developing their own creative abilities (Cornett, 2015). When teaching for creativity, the culture of the classroom is very important. If a teacher makes too many rules in the classroom and limits the students use of creativity it will not help teach creativity. Allowing students to make productive mistakes can help lead to new creative directions. Teaching creativity involves collaboration with the teacher and other students while in the classroom. The author talks about the “Five Ps” of Art Integration philosophy. They are people, principles of learning, places, programs and pedagogy. People talk about the importance of the teacher and learning about the characteristics of each student in the classroom. Principles of learning talks about active engagement and a drive for independence. Learning cannot be separated from its context and teachers must create an environment that convinces learners they need to engage deeply (Cornett, 2015). AI program models share the goal of integrating arts into all areas of the curriculum. Last, pedagogy counts the most and the quality AI rests on good teaching (Cornett, 2015).
Chapter 3 talks about the ten pillars of Art Integration (AI) and implementing AI. The levels of Arts Integration are teaching with, teaching about and in, and teaching through (Cornett, 2015). There are ten pillars the mark successful AI and form a flexible implantation blueprint.
While at the Boys and Girls club, I used some of the Arts Integrations to get to know some of the students better. They have a program at the Brandon club so the older students are involved in the arts and it teaches them how to live in the “real” world. I was unable to observe this program because they had strict rules about who was allowed in. You had to be certified in the program to work with the students. By using the arts integrations from the book, I learned that many students at the club enjoy visual arts and storytelling. I noticed that the club is always encouraging the students to be creative. The 4th and 5th graders had a chance to decorate their room with painted posters and made up quotes. The students were broken up into groups to complete this activity. During their time in the gym with Coach TJ they played a game of kickball that is not like the traditional one we know. They play with six bases, six outs and the students can choose which direction they want to run after the ball is kicked. I can see using more of the arts integration if I had more time at the club to help the students with concepts they are struggling with at school. I believe that AI is very important both in and out of the classroom when it comes to learning new material.
According to Cornett, Art Integration (AI) is a reform model that naturally aligns with myriad 21st-century educational goals- especially those that aim to develop independent creative problem solvers (Cornett, 2015). AI does more than just raise test scores in students, it has motivational forces of the arts and helps develop creative thinkers.
Pages 24-30 talk about the standards and how to align AI with them. Some arts-based strategies that are congruent with Common Core are inquiry questions, revisit and rework and consumer choices (Cornett, 2015). According to the text, how students think is as important as what they know (Cornett, 2015). Incorporating AI into the classroom can help students learn new ways to think and change what they know.
Chapter 2 is about the philosophy, theories, research and wisdom of AI. When using AI in the classroom the teacher should have a mission and vision. When making a clear mission statement ask the questions, do what, for whom and why (Cornett, 2015). The theories that inform AI are communication theory and constructivism. Creativity was believed to be a gift from the Gods (Cornett, 2015). Teachers can’t hope to influence any child’s creative development without understanding creativity and developing their own creative abilities (Cornett, 2015). When teaching for creativity, the culture of the classroom is very important. If a teacher makes too many rules in the classroom and limits the students use of creativity it will not help teach creativity. Allowing students to make productive mistakes can help lead to new creative directions. Teaching creativity involves collaboration with the teacher and other students while in the classroom. The author talks about the “Five Ps” of Art Integration philosophy. They are people, principles of learning, places, programs and pedagogy. People talk about the importance of the teacher and learning about the characteristics of each student in the classroom. Principles of learning talks about active engagement and a drive for independence. Learning cannot be separated from its context and teachers must create an environment that convinces learners they need to engage deeply (Cornett, 2015). AI program models share the goal of integrating arts into all areas of the curriculum. Last, pedagogy counts the most and the quality AI rests on good teaching (Cornett, 2015).
Chapter 3 talks about the ten pillars of Art Integration (AI) and implementing AI. The levels of Arts Integration are teaching with, teaching about and in, and teaching through (Cornett, 2015). There are ten pillars the mark successful AI and form a flexible implantation blueprint.
- Pillar 1- Philosophy of Arts Integration which is the center column on which the other nine rest (Cornett, 2015).
- Pillar 2- Arts Literacy: teachers have the capability to expand all students’ communication capacities beyond the language arts to all the arts (Cornett, 2015).
- Pillar 3- Collaborative planning: Teachers should work together with the arts specialists at their school when planning (Cornett, 2015).
- Pillar 4-Aesthetic Learning Environment: Make the classroom inviting for students to become creative thinkers such as display art or playing background music while students work (Cornett, 2015).
- Pillar 5- Literature as a Core Art Form: literature is the most readily available art material in our schools (Cornett, 2015).
- Pillar 6- Teaching practices: 1. What you teach is who you are 2. Inside-out motivation 3. Engagement and Active learning 4. Creative Inquiry 5. Explicit teaching 6. Apply and practice/ rehearse 7. Aesthetic invitations 8. Process and product 9. Management: behavior, time, and materials 10. Independence and self-discipline (Cornett, 2015)
- Pillar 7- Differentiation for student needs: expands student’s creativity through the addition of communication capacities of arts (Cornett, 2015). English language learners are going to need extra help in the classroom and this is where differentiation comes in.
- Pillar 8- Instructional design: routines and structures: A schedule should be the same to make sure that the arts are everyday visitors and not drop-in visitors (Cornett, 2015).
- Pillar 9- Assessment for Learning: Teachers should make sure that assessments are measuring what the students know. Portfolios are one way to assess students throughout the school year (Cornett, 2015).
- Pillar 10- Arts Partnerships: Licensed arts teachers, professional and amateur artist, teaching artists and professional in community arts organizations are all potential arts partners (Cornett, 2015).
While at the Boys and Girls club, I used some of the Arts Integrations to get to know some of the students better. They have a program at the Brandon club so the older students are involved in the arts and it teaches them how to live in the “real” world. I was unable to observe this program because they had strict rules about who was allowed in. You had to be certified in the program to work with the students. By using the arts integrations from the book, I learned that many students at the club enjoy visual arts and storytelling. I noticed that the club is always encouraging the students to be creative. The 4th and 5th graders had a chance to decorate their room with painted posters and made up quotes. The students were broken up into groups to complete this activity. During their time in the gym with Coach TJ they played a game of kickball that is not like the traditional one we know. They play with six bases, six outs and the students can choose which direction they want to run after the ball is kicked. I can see using more of the arts integration if I had more time at the club to help the students with concepts they are struggling with at school. I believe that AI is very important both in and out of the classroom when it comes to learning new material.