Go to the following link: OSPI- arts standards
Select one of the four categories- dance, music, theater, or visual arts
Read the standards for the category of your choice
Post a summary of the standards...
What was an affirmation of what you already believed was important?
What was surprising to see included?
Which standards need to be on their own and which would compliment another content area well? Include two for each example.
How will you integrate this particular category of the arts into your classroom?
4-5 paragraphs. You should revisit the blog and read the posts of two classmates who chose a different category from the one you chose. Provide a response to each of those two posts. Don't forget to cite your source.
Your post will count as your learning log grade and assignment. Your two responses to classmates will count towards participation. I will check the blog for this on Monday morning, so post and reply by 10 am Monday morning.
Have a great weekend and take vitamin C :) I hope you avoid this bug as it is not fun at all.
See you Monday.
Aubrey Steedman, M.Ed / M.S
Arts Standards: Music across Schooling
ReplyDeleteMusic standards incorporate EARL 1, understanding concepts and vocabulary, development of skills and techniques, understands genres and styles of various artists/cultures/times, and implements audience conventions in a variety of settings and performances. The music integration is a very gradual process that begins with simple responses, copying the sounds, and learning the fundamentals of music. During the elementary years the focus is on music “play” where students listen to and sing familiar songs and explore through games. By 4th grade the focus shifts to learning about diverse cultural genres and music from various historical time periods. By middle school students begin to perform, compose, examine, and interpret music and begin making musical choices based on their abilities and experience. During middle school and high school the focus shifts to applying music to student experiences and finding ways to incorporate it in life.
I was pleased to see that most of the standards were what I believed was important for integrating music in the classroom. I was glad to see that integration began with fun exploration of familiar materials to get kids really interested and engaged. I also agree that it’s essential to build the fundamental vocabulary and concepts of music early on, which I believe is a great gateway for learning how to read (pitch, rhythm, tempo, beats). I was also pleased to see that the integration of music gradually lead to individual exploration and finding ways to make it relatable.
I was surprised to see, yet excited that this included a focus on exploring a variety of artists, cultures, and historical time periods! With music there are so many genres, especially once voices are included, which need to be explored! I was also very surprised to see that performing, composing, examining and interpreting music was not included until middle school. I think students naturally begin writing their own songs and are able to start thinking about what music means at a much younger age. I was also happily surprised to see the “high school advanced” category that indicated students will use their skills and knowledge in a career setting.
EALR 1.2 and 1.1 incorporate concepts that are solely learned for music. Students must understand and apply the specific concepts and vocabulary of music in order to perform it. The development of skills and techniques in music is also something that can only occur with the practice and performance of music. On the other hand, EALR 1.3 and 1.4 would be great compliments to other content areas. The inclusion of various artists, cultures and historical time periods makes a fluid connection with social studies. Being able to understand audience conventions in a variety of setting and performances will nicely compliment writing and reading in language arts.
I think that music integration is a fantastic way to get kids engaged, creatively thinking, and helps develop reading, writing, and social studies skills. Music can also be used for memorization (such as my “order of operations” song) and for assessing students’ learning. I want my students to begin composing their own music early on because it involves critical thinking, writing, reading, appealing to an audience, and finding ways to creatively express yourself. I also want to make sure my students have plenty of opportunities to listen to a variety of music genres/styles and will ask for their feedback on whether they liked it or not and why.
Kelsey,
DeleteI 100% agree that music is a wonderful gateway for engagement in any given lesson. Recall especially!
Stephanie
Hi Kelsey,
DeleteI agree that music is a great addition to lessons. This class has opened my eyes and mind a lot to all the benefits of music in the classroom. As you said it is not only great for fostering creativity, but it is also a great memorization technique. I love your idea of having students write their own music! I think I would like to incorporate music from a variety of cultures and different times. I think this would make create content area connections!
Jenny
Arts standards: Visual Arts
ReplyDeleteA student's visual arts-education experience may include, but is not limited to, drawing, painting, ceramic arts/pottery, sculpture, 2-D designs, 3-D design, photography, printmaking, graphic arts, media arts (film, video, TV, animation, digital), textiles, jewelry, glass arts, Advanced Placement Studio (AP) courses, and International Baccalaureate (IB) Visual Arts.
The K-12 Arts Standards in Washington State include, EALRS, components, Learning standards by grade, arts elements and principles chart and K-12 overview of each of the four art disciplines. Specifically Visual Arts may be demonstrated through the following:
* Elements: Line, shape, form, color, value, texture, and space.
* Principles of Design: Repetition/pattern, Contrast, emphasis/dominance, variety, balance, movement/rhythm, proportion, and harmony/unity.
* Foundations: Art production, media, safety, techniques and skills, artist's statements, narratives, and reflections aesthetics, criticism, and visual thinking, cultural and historical context, styles, movements, genres, and artists, presentations, installations, and exhibitions and audience.
During grades K-4, through visual arts, students acquire age-appropriate skills and safety practices as they learn to use media, tools, techniques, and equipment. They develop perceptual and technical art skills over the years to communicate ideas that are personally important.
In grades 5-12 the visual arts overview provides extend, expand, and deepen their previous understanding of visual arts and make choices to create artwork using the elements , principles of design, and foundations of visual arts. They do this through the use of various media, genres, styles, and techniques. In addition, students continue to acquire age- appropriate skills and safety practices as they learn to use media, tools, techniques, and equipment; and they continue to develop perceptual and technical art skills over the years to communicate ideas that are personally important.
I believe Visual Arts are very engaging and the benefits are endless. Students can learn through visual arts. Visual arts can help students gain other content knowledge such as understanding and applying concepts, learns to identify, explore, reflect, refine, and present, can use visual arts to express feelings and represent ideas, and can demonstrate and analyze the connections among visual arts with other content areas. I feel as though it will be important to me to provide students opportunities to learn through visual arts due to all the benefits I've listed above and the connections it makes with other core content, the engagement is possesses, the creativity it requires, and that it promotes higher level thinking skills. I will integrate the visual arts into my classroom by connecting visual arts with other core content areas.
Alana,
DeleteVisual Arts is so practical for implementation and integration with any content area. It's not only enjoyable and engaging, but allows for students to express themselves in multiple ways and lends itself making connections and better understanding of content area if utilized in a purposeful way.
Stephanie
Alana,
DeleteI agree that the visual arts are a great thing to incorporate in the classroom for engagement and the development of cognitive skills! One issue I foresee with the visual arts is cost, unlike music, dance and music, art requires a lot of supplies and thus money. I wonder if there are "essential" art supplies that every student should be guaranteed and what some of the extras are that we not even think of! I would love to give every kid playdough on their desks so that they could create words and visual representations of what they were learning, or even use it for tests too!
Kelsey,
DeleteI love that idea of having play doh at every child's desk in order for them to create a visual representation of words etc.
Arts Standards: Theatre
ReplyDeleteThe arts in Washington State have been defined by OSPI as dance, music, theatre, and visual arts. Theatre-education experience may include, but is not limited to, acting, theatre, film acting and making, improvisation, mime, puppetry, performed poetry/spoken word, musical theatre, playwriting, technical theatre/stagecraft, theatre production, Shakespearean literature and performance, and International Baccalaureate Theatre (OSPI, 2014).
In EALR 1 students in elementary grades create or experience artworks and/or experiences in theatre. In the middle school grades students are expected to also analyze artworks in addition to what is expected in elementary. High school students have the additional expectation of evaluation.
In EALR 2 students use theatre to develop and create performances with upper grades also doing analysis and evaluation. In EALR 3 students use the arts to communicate. Students use art to express feelings, communicate a specific purpose, and develop personal aesthetic criteria to communicate artistic choices. EARL 4 involves making connections to other disciplines, life, cultures, and work experiences.
In first grade students learn story structure by participating in theatre-related activities. In fourth grade students create characters for a script for a performance. In 7/8th grades student analyze scripts and performances. Finally, in high school students may write their own scripts.
An affirmation of what I already knew was important was using theatre to create connections. For example, in EALR 4 understand how art influences other cultures. The example given is to use Native American masks to represent a raven or a bear to reenact a story that reflects traditional Northwest culture and history, which is a great way for students to make connections. I think theatre is a great way to communicate, but I was surprised that utilizing it as a way to express feelings was included. However, I feel that it could be used effectively to incorporate it as a way to express feelings of others or characters from readings. Also, as a social skills technique for younger students.
Theatre overall works very well with the content area of English language arts. In EARL 1 Component 1.1 for 2nd grade - Understands and applies the concepts and vocabulary of theatre (OSPI, 2014). Students can describe the characters, plot, and setting in a script. However, Component 1.2 (same EALR) - Develops the skills and techniques of theatre. This component would be best achieved on its own, since it involves working more on theatre skills like vocal projections. Component 4.4, grade 2 Understands how the arts influence and reflect cultures/civilization, place, and time, would connect well with social studies. The connection mentioned prior with Native American masks. However, Component 1.4, Grade 2 Understands and applies audience conventions in a variety of settings and performances of theatre. Would work best on its own because the focus is on behavior of the observers.
I know that I will be utilizing a lot of reader’s theatre in my classroom. I really like the strong connections between ELA and theatre. I think it is an effective way to help students learn and retain information about stories and story structures. I would also incorporate theatre with social studies content areas. Students could re-enact historical themes.
OSPI. (2014, August ). Washington state k-12: The arts. Retrieved from
http://www.k12.wa.us/Arts/Standards/pubdocs/TheatreStandards.pdf
I like how you would use the visual arts to enhance your language arts lessons.Iagree this would be a great way to introduce social studies to children.there is so much things the students can do visually in terms of learning about cultures,historical events..endless possibilities with srt integration
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DeleteThis comment has been removed by the author.
DeleteI think theater is avery engaging way to incorporate story telling of a situation that happened in history or in a book. It can contact to multiple content areas and the children always seem to enjoy this way of learning.
DeletePost a summary of the standards...
ReplyDeleteThe visual arts standard provides a description of the continuum by which students
Extend, expand, and deepen their previous understanding of visual arts and make choices to create
Artwork using the elements, principles of design, and foundations of visual arts using different artistic medium. The K-12 Arts Standards in Washington State include, EALRS, components, learning standards by grade, arts elements and principles chart and K-12 overview of each of the four art disciplines. Specifically Visual Arts may be demonstrated through the following:
* Elements: Line, shape, form, color, value, texture, and space.
* Principles of Design: Repetition/pattern, Contrast, emphasis/dominance, variety, balance, movement/rhythm, proportion, and harmony/unity.
* Foundations: Art production, media, safety, techniques and skills, artist's statements, narratives, and reflections aesthetics, criticism, and visual thinking, cultural and historical context, styles, movements, genres, and artists, presentations, installations, and exhibitions and audience. In addition, students continue to acquire age appropriate skills and safety practices as they learn to use media, tools, techniques, and equipment, and they continue to develop their technical art skills over the years to communicate ideas that are personally important
What was an affirmation of what you already believed was important? Visual art is not limited by painting and drawing but it encompasses an array of interpretive medium that you can use to create a visual representation of what you are seeing, learning and feeling. The many artistic disciplines, include but not limited to the performing arts, conceptual art, textile arts, film making, video, Claymation, as well as arts of other types. The visual arts is a way to communicate, make connection across curriculum
What was surprising to see included? There wasn’t anything in the standard that I thought was surprising, they were basic principal of at application and how we could use them in the classroom.
Which standards need to be on their own and which would complement another content area well? Include two for each example. EALR 3: The student communicates through the arts (dance, music, theatre, and visual arts). Can be complementary in any content are, literature can use this ElAR to create visual of story setting, develop characters, science can use to model and create living environment social studies and geography to develop map, an art piece surrounding different cultures.
EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.
Ealr 2: Component 2.2: Applies a performance and/or presentation process to the arts (dance, music,
Theater, and visual arts. Could stand alone focusing students on selects resources, materials, and/or repertoire to create, perform, and present, Analyzes the structure, context, and/or aesthetics of the work, Interprets meaning through personal understanding of the work and/or performances.
How will you integrate this particular category of the arts into your classroom? It would integrate the visual art into the curriculum, to help my students who are having trouble with their written expression, special need and ELL student who need an alternative method of expressing and demonstrating what they have learned in their content areas. Develop their creativity while keeping them engaged in their learning. There is endless possibilities to the use of the visual arts in the classroom to aid students with different leaning styles.
OSPI. (2014 ). Washington state k-12: The arts. Retrieved from http://www.k12.wa.us/Arts/Standards/pubdocs/VisualArtsStandards.pdf
Hi Audrey,
DeleteVisual arts is probably my favorite discipline that is included in the arts standards. It is just so versatile and there is so much that can be done with it! I really like your idea of incorporating it with speical needs children and ELL students. I know some students who struggle with more traditional methods of learning are very artistic. I am also intrigued by claymation. Maybe that will be something for me to learn how to do after summer classes are over! :)
Jenny
Audrey,
DeleteI like that you acknowledge your intent to use Visual Arts in your classrooms especially with your ELL and Special Ed students. Many students learn so much more by using their hands to create things rather than just sitting and listening to others speak. We need to remember this when developing our lessons. Like Jenny, I was intrigued by Claymation. When I was younger I recall enjoying the times we got to use clay in class. I will have to look into that as well.
Tanya
Dance, in many forms, has always been an Art expression that I have enjoyed participating and observing in. Because of this I chose to look up the standards on Dance. The standards were broken up in multiple sections by grade. Between Kindergarten and Third grade students use dance to explore, recognize, and begin to apply the elements of dance: space, time, energy/force, choreography and composition, and foundation of dance. Teachers incorporate these elements by having students participate in dance games, play, circle dances, creative movement, and traditional folk and cultural dances. As students move to the upper Elementary grades, middle school, and high school level they begin engaging in improvisation and using their own creativity. Students also further their knowledge of dance elements by learning the principles of choreography/composition and gaining understanding of their skills as performers and active audience members.
ReplyDeleteImmediately, as I opened the GLE's for Dance at the 1st grade level, noticed that students are expected to gain an understanding and application the concepts and vocabulary of dance. GLE 1.1.1 states that students will recognize, understand, and apply the element of space and the vocabulary of dance by demonstrating: movement in different directions, variety of levels, using the whole body to make shapes, and recognizes and identifies personal and general space (just to name a few). GLE 1.1.2 also requires students to demonstrate fast and slow movement and repetition of patterns they hear. These standards were perfect examples of activities that could be used in a Math lesson. In the first grade, students spend a great deal of time learning number patterns, color patters, sound patterns, directions, and properties of space. Incorporating movement in the way of dance greatly helps students to retain the memory of these patterns.
A standard that I felt could stand on its own or within another content area (or in an of an area of its own) are the EARL 4 as a whole. This sections calls for students to make connections within and across the arts to other disciplines, life, cultures, and work. The standards written here, I felt as though they satisfied the targets that would/could be focused on in a Social Studies curriculum. I was surprised that the standards fit so nicely in appealing and learning about varies cultures and was pleased that teachers are required to extent an understanding of other cultures through cultural dances and vocabulary from other cultures.
When I have my own classroom I plan on incorporating dance as often as I can. It will actually be somewhat of a project for me when it comes to helping students who do not naturally enjoy dancing. I think dance would be fun to incorporate into lessons in all content areas. When teaching Math, students could use their bodies to create shapes, create musical and/or numerical patterns, and represent mathematical equations and operations. In a science lesson I could encourage students to create small dance movements to recall and retain science vocabulary using various levels and motions. It seems that the opportunity to use dance in the classroom could be endless. To top it all off, I believe that incorporating dance helps students in being less likely to present behavior problems because they will not be stuck in a traditional learning setting all day!
Tanya,
DeleteI like you ideas of how to incorporate dance into math, how fun! Your ideas seem like they start as movement so students can become comfortable with using their bodies during learning, then into more dance performances. I'd like to be a student in your class :-)
Tanya,
DeleteI love your ideas for integrating dance in the classroom! I agree that the traditional classroom fails to attend to the needs of "behavior" students and can lead to disruptive behaviors. By incorporating dance in the classroom the students get a great chance to let energy out and truly express how they feel. I think it would be helpful to encourage individual expression through dance so that students can begin in their comfort zone and then begin exploring particular dance forms.
I like how you realized dance can be a challenge for students who may not like dancing or maybe due to a disability they wouldn't be able to do traditional dancing. I think dancing is fun and engaging and many students will love integrating dancing into their core content.
DeleteI like the the ways you would integrate dance and movement in the sciences. I don't think that is a subject area teachers give much though to when planning learning activities to engage their students. I agree this approach can alleviate a lot of behavioral issues with your students
ReplyDeleteI like the the ways you would integrate dance and movement in the sciences. I don't think that is a subject area teachers give much though to when planning learning activities to engage their students. I agree this approach can alleviate a lot of behavioral issues with your students
ReplyDeleteArts Standards: Theatre
ReplyDeleteThe arts in Washington State have been defined by OSPI and the State Board of Education as dance, music, theatre, and visual arts. A student’s theatre-education experience may include, but is not limited to, acting, theatre, film acting and making, improvisation, mime, puppetry, performed poetry/spoken word, musical theatre, playwriting, technical theatre/stagecraft, theatre production, Shakespearean literature and performance, and International Baccalaureate (IB) Theatre. (OSPI)
The discipline of theatre is comprised of three major components: elements, foundations, and acting. Elements include character, plot, setting, conflict, dialogue, and theme. Foundations consist of acting, audience, playwriting, technical/design, directing, and management. Acting comprises movement, voice, character development, and improvisation. Each component of theatre is a “continuum by which students build their experience, knowledge, and application of the elements, foundations, and acting techniques and skills of theatre through their education experience.” (OSPI) Through K-12 progression students develop, participate, and practice their skills and understanding of theatre and later apply and analyze through integration in literacy and communication.
An affirmation of what I already believed was important is the importance of reflection, communication, and making connections. EALR 2.1 Highlights the purpose of reflection for self-evaluation and improvement of creative work and refinement. EALR 3 Promotes effective communication with purpose. EALR 4 Making connections; specifically component 4.3: Understands how the arts impact and reflect personal choices throughout life and Component 4.4: Understands how the arts influence and reflect cultures/civilization, place, and time. Student are given the opportunity to learn how to express themselves and better understand the world around them in a unique forum. Being able to make connections globally and culturally promotes are more open-minded and accepting individual.
I wasn’t too surprised at the EALR’s for theatre, but I could say the depth in which the standards want the students to have understanding and application pleasantly surprised me. I have not seen this being applied in local schools, but feel that it could be warranted to promote more creative and thoughtful expression, especially in our students’ history and writing. Standards that could be on their own would consist of EALR 1 & 2 that primarily focus on the arts. However, EALR 3 & 4 would compliment Language Arts and History very readily.
Theatre is easily applied and integrated as early as Pre-K. Students learn to reinact characters from stories and develop alternatives endings, etc. Activities to enhance these lessons tend to have a “theatre” standard attached. Theatre does not need to be limited to L.A. I feel it can easily be integrated into physical education and Science. For the kinesthetic learner, theatre can provide a more “hands-on” approach to their learning.
The Arts K-12 Learning Standards. (2014, August). Retrieved June 28, 2015, from http://www.k12.wa.us/Arts/Standards/default.aspx
Stephanie,
DeleteTheatre is a great way to add movement into literacy. I've seen young children perform readers theatres, and they love it! I'm interested to hear how theatre can be incorporated in to science.
Stephanie,
DeleteI agree with you. It is very important to reflect, communicate, and making connections. In order to teach the students to become productive citizens within this world, it is important to teach them how to reflect of the choices that they make as well as the proper way to communicate to one another.
Robin
Stephanie,
DeleteI was happy to see that there are true standards for integrating theatre into your classroom. It is odd though because I still do not feel that I have seen it integrated enough. Sometimes I think that of all the elements of arts, theater is left out most often.
Tanya
Dance in Washington state can incorporate contemporary, creative movement, world dance, ballet, jazz, tap, modern, break dance, hip-hop, ballroom, choreography, dance notation, dance history, musical theatre, improvisation, folk, ethnic, step, historical, and square dance. For these standards, I focused on the first grad standards. The first section focuses on the understanding of space, time, technique, and styles of dance. GLE 2 and 3 focus on the creative process of dance, performance and expression of feelings, communication, vocabulary, concepts and cultural aspects of dancing.
ReplyDeleteI knew that knowledge of dance vocabulary as well as the historical and cultural aspects. However, I was surprised that the emotional expression of performance is assessed. To me, this is a good thing because if they are going to require students to dance, they should get into the performance, making it more fun to watch and carry out. Another thing I was surprised that is a standard is, GLE: 3.2.1, uses dance to communicate for a specific purpose. This is unexpected to me because usually schools focus on communication through writing, not dance.
Standard 4.2.1 remembers skills, concepts, and vocabulary that dance has in common with other content areas can be incorporated into social studies. If students are performing a cultural dance, they can use what they studied to make outfits, and background more authentic. Standard 4.4.1 can also be used in that example, remembers specific attributes of a dance that reflect its cultural and historical context.
Some standards that would have to stand by themselves are 3.1.1 Remembers and understands that dance expresses feelings and presents ideas and 1.2.1 recognizes, understands, and applies the technique and skills of dance.
When I teach about Native American studies, I can teach about the natural elements: water, fire, wind, and earth. Students can use their bodies to demonstrate each element. Then, after they have done each element, they can use these to make a story about what is happening in the nature. I watched a video on the Teaching Channel for idea.
https://www.teachingchannel.org/videos/integrating-dance-into-lessons.
http://www.k12.wa.us/Arts/Standards/pubdocs/DanceStandards.pdf
Hi Taylor,
DeleteI love the idea of implementing dance while teaching Native American Studies. I believe that your students will have a ball demonstrating the natural elements with their bodies!
Robin
Dance Standard component 1 Incorporates EALR 1 the student understand and applies art knowledge skills in dance, music, theater, and visual arts. Component 1.1 has student understanding and using concepts and vocabulary. In elementary the students create and experience art. In middle school they create, experience and analyze art. In high school they create, experience, analyze and evaluate. Component 1.2 ask to develop skills and techniques. Component 1.3 is about understanding and applying style. Component 1.4 requires the student to understand audience conventions.
ReplyDeleteThe way the knowledge progress seems similar to Bloom’s taxonomy. In ever section the grade requires progression through creating, experiencing, analyzing and evaluating. In the first part the focus is on concepts and vocabulary. This was interesting and surprising to me. I think this is an important basis for understanding the medium so I agree it is important. The section is on technique. I feel like this is usually the component people get stuck on. I was not surprised by the style component. The fourth component of Audience convention was one I had not though about. I’m glad they included it.
I think the first component of exploring concepts and vocabulary could be combined with language arts. It would require listening skills, explain skills, it could involve writing skills and viewing. I think developing art skills and techniques could be used with other lessons but should be learned and developed on their own. I think this technique should be experienced on its own. I think applying styles should also be experienced and learned on its own and then practiced in combination with other content areas. I’m not sure were the audience component would fit with other content areas other than language arts. Showing understanding would require verbal and writing skills, so these content areas fit well together.
I think I could combine the dance element of audience conventions into a journal writing exercise. I would have students watch a video of dance and then we could talk about how an audience should respond. Then I would have student write about positive comments they could make to the performers. Then I would have student discus what kind of comments they would like if they were performing and see if it match what they wrote.
I love your integration ideas! The connection to Bloom's taxonomy is a good way of looking at the progression of these standards.
DeleteI am just the luckiest instructor ever. Just saying.
ReplyDeleteThis comment has been removed by the author.
ReplyDelete
ReplyDeleteThe OSPI Standards for Theatre provides a description of a range by which students build their experience, knowledge, and application of the elements, foundations, and acting techniques and skills of theatre through their theatre education experience. In addition, the standard shows how theatre is an interconnected component of literacy and communication.
When I was in the 10th grade I was introduced to Drama and Theater. That period was the highlight of my sophomore year. I can remember the excitement of costumes, characters, and tryouts and of course performances. I could also remember absolutely hating to read all of the Shakespearian books until I saw the plays come to life on stage! I chose theater because of the positive influence that it had on me as a sophomore. As I read GLE: 1.1.1, (Analyzes the elements of theatre character, plot, setting, conflict, dialogue, and theme) in scripts and/or performances.) it helped me to realize that one of the reasons why I don’t have problems distinguishing the main characters, the setting or the plot of a book is because of my theater experience. From experience, I agree that theatre helps students analyze the elements of theatre, which are the character, plot, setting, conflict dialogue, and theme.
I was also surprised when I read GLE: 1.2.2, mainly because reminded me so much of a music standard that I thought that it could stand out as one on its own.
GLE: 1.2.2 Analyzes and applies choices of vocal projection, articulation, and expression when creating a performance to suit given circumstances.
Acting Techniques and Skills: Movement, Voice, Character Development, and Improvisation. GLE: 1.2.2 could actually compliment the Dance Standard as well.
Theatre and Dance can compliment each other an example would be from the Theatre Standard GLE: 1.2.2 Movement and Character Development are expressed in both standards. Also in Theatre, GLE: 1.2.7 reads as follows: Applies understanding of improvisation by collaboratively building a scene through adjustments during a performance. While students are performing in Dance, the standard also can apply to them.
They both can also compliment each other while students develop writing skills.
I did not realize how theater plays a very important role in writing. While in high school we were always given our scripts to perform. We never had the opportunity to write the scripts out. I will definitely give my students that opportunity. GLE: 1.2.10 Creates an original script for a performance.
I would definitely use theatre within my classroom to introduce them to various Shakespearian plays. I would also have the students create their own scripts as well.
I forgot to cite my source. Here it is.
DeleteOSPI. (2014, August ). Washington state k-12: The arts. Retrieved from
http://www.k12.wa.us/Arts/Standards/pubdocs/TheatreStandards.pdf
Robin
I love your comment about not enjoying Shakespeare until you saw it come to life on stage! Theater seems like such a great way for students to enjoy and develop a deeper understanding of literature.
DeleteThe visual arts standards had a wide variety of components. It focused on foundation skills including drawing, painting, working with dimensions, pottery and more. These foundation skills were specific and thorough. For example examining textures and colors. It also focused on more abstract art concepts and integrating the visual arts with other subjects for example creating a performance around a piece of visual art. They are divided into three major sections; elements (form, value, etc.), principles of design (variety, balance, etc.) and foundations (styles, genres, etc.). Creating, performing and responding are the actions focused on. The projects progress with the student as they get older and were age appropriate. A chart is offered to show the continuum from kindergarten to eighth grade.
ReplyDeleteThe visual arts section exceeded my expectations. I was surprised at how thorough it was! I loved that it valued developing basic elements and foundations rather than art being a cookie cutter assignment that requires no skill. I thought it was very well balanced as far as mixing abstract concepts, integration of other subjects and rudimentary skills. The affirmation that I already believed was important is the integration opportunities mentioned. So many of the visual arts standards included a component of another subject. I believe this interdisciplinary approach to the arts helps students make deeper connections to materials and opens brain pathways.
1.2 GLE: 1.2.1 Remembers and applies the skills and techniques of visual arts to create original works of art in two and/or three dimensions GLE 1.1.4 Remembers, applies, and creates the element texture when producing a work of art. The two standards above I feel could stand alone for a lesson. While I think it’s possible to integrate almost any standard I would like to show students that I value them developing artistic skills and it’s worth class time to work on these skills. I also feel the standards above require significant focus and concentration to do well, letting them stand alone gives students a chance to really develop skill.1.3 GLE 1.3.1 Remembers, applies, and creates artworks using visual arts genres and styles of various artists, cultures, and times. GLE: 2.2.1 Applies a performance and/or presentation process to visual arts. Looking at art through the eyes of culture and genre seems like a great class for social studies. Art can be a tool to look a politics, culture and historical events. Performing the piece of art students have created gives students a chance to develop theater skills while gaining understanding of their art on a deeper level.
I will integrate this category frequently into my classroom. I love what a broad topic visual arts can be. As mentioned above it can be a tool for theater and social studies. I would also use art to understand math by integrating geometry (shapes, structure design). I would have students draw to show comprehension understanding of literature. I would have students create three dimensional objects to show characteristics of the environment for science. Visual arts can be used many ways, I plan to integrate it into all subjects.
Dance is a great expressive art that includes a lot physical movement, generating an increase of blood flow and brain stimulation. It also allows students to make certain connections that are applicable in many different areas socially and academically. A series of movements like sequence, pattern and building balance are all a part of dance that can be applied towards other areas. The experience and knowledge, while applying these elements of dance also include space, time, and choreography
ReplyDeleteI was not a little surprised to see included? GLE: 1.2.1 included simply because I did not think about it when I was imagining ways to incorporate dance into lesson. I was focused on recognizing, understanding, and applying the technique and skills of dance that when the part about explaining the purpose of warming up before dancing did not cross my mind. This is definitely common sense. Warming up after any rigorous activity like dancing is extremely important to prevent injuries. Also, GLE: 3.2.1: Uses dance to communicate for a specific purpose specifically performs a dance designed to persuade the audience of his/her views about how to protect endangered species. I was surprised to see this because I think this could be difficult for student to do. Especially, for students who may not be familiar with dance or shy. .
The standards that I believe could be used independently is: 2.1.1: Applies a creative process to dance. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents/performs) because students are using all of the important elements and variables needed for a teacher to design a complete lesson with all of the learning attribute. For instance this EALR including the following: demonstrating their creative process, improvising or creating by using the elements of dance to create, experience, and discover dance. They will gather and interpret information to create dances. Choose elements of dance to choreograph dances, reflect for the purposes of self-evaluation and improvement. And then the students refine dances through feedback and self-reflection and then present dances to others. Complete! On a lighter note, I think the time, space and rhythm portion could be pursued independently as well as it helps students to develop spatial awareness assisting with their social skills and interactions.
For the most part, I do think that dance should be complimented with another content area to increase the students’ level of learning through integration of the different language domains and movement techniques. It also engages them in areas that may be less interesting and gives students the opportunity to benefit in more than one subject area.
I will you integrate dance into my classroom in many ways. I like the idea of using dance as a brain break stimulating blood flow and motor movement skills after reading or math. I also like the idea of utilizing dance to incorporate other subject areas. For example, I did not think of the importance of warming up before dancing that could in turn be incorporated into the Science/Health content area. The way I think I would integrate this is to have students design their own warm ups, in small groups, each group will share with the class their ideas and explain what and how each warm up is important and effective to their exercise plan. The key is to incorporate each part of the body since dancing will require moving all parts of your body.