Use Arts Integration to Enhance Common Core by Susan Riley Those thinking that Riley share are so true. It is true that integration is not simply combining two or more contents together. I have the same feeling when I found out it is so difficult to combine Mandarin with art in the pre-school classroom. I think art integration needs detailed instruction and plans, it also requires “creativity, problem-solving, perseverance, collaboration and the ability to work through the rigorous demands of multiple ideas and concepts woven together to create a final product.” These important ideas were ignored by me before. I do believe that the combination of two contents would reach at the new level, however, it is difficult to approach that peak. Riley claims that the arts have some unique parallels to the Common Core Standards, and she provides several shared features, first, process produces product. Riley thinks that the process of making products is more extensive than from a traditional method. Second, access points which means an arts integration method is engaging to students and to teachers. Students have multiple ways to gain knowledge. Third, true equity which focus on process-based learning is a unique way that ensure students are learning in a way that meets their own personal needs. Fourth, analytic practice which emphasize on the ability to synthesize different parts into a whole work and to analyze the components as well. Riley also provides some strategies for implementing arts integration. It encourages to engage students and teachers, and it needs teachers feel comfortable, and the lesson is taught that meets standards. Finally, it should assess both areas equitably. I think VTS could be a first step for me to combine Mandarin with art. What I am going to do for next week lesson is providing kids an artwork and have them carefully see the picture and answer my questions. And this artwork would be relevant to my lesson topic which is Father’s Day. I am going to search for the artwork related to this topic. Can’t wait to see what kids reflect on. Six Steps Toward Arts Integration by Lorenza Arengo Yarnes The author shares a great example how writing lesson connects with arts, actually I watched the video first. It provides many strategies how to combine writing with arts. I think this process has many parallels to designing art lesson plan. Yarnes suggests the first step is to find a theme or focus which appears to the big idea when art teachers design the art curriculum. The second step is to find the artworks that fit the theme. I think this step is very significant because it provides students many examples to promote their creative learning and thinking. The third step is what we are familiar with – using some strategies (Making Thinking Visible & Visual Thinking Strategies) to engage students discuss the art. The forth step is to create an art project for the theme. What she suggests using pencils, paper and crayons is important. Students should be familiar with different technics but it takes time to let them know, so it is better to use some simple materials in the beginning. Once the routines are sat up, students certainly have access to explore more and more materials. The fifth step is to write and discuss after making artworks. What students would get benefit is contemplating on the process. This is really critical. The last step is to reflect and try again after the lesson. I think this is important for novice teachers, like me, reflecting on the process or sharing with veteran teachers, try to figure out what could be changed and how to do it better. Integrating visual arts into full curriculum can be possible. ![]()
Creativity and Academics: The Power of an Art Education by Neil Swapp
The reason why I chose this article is that I am intrigued by this topic: Creativity and Academics. I thought it could talk about how school of art help students learn arts as well as the other subjects. In China, we have so many institutions like that, because students who want to continuously learn art in college level should take the national test in different areas, such as visual arts, music, performance art, etc. Meanwhile, they have to take the College Entrance Examination in China. Once they get both exams done and the scores are beyond the minimum requirement, they could be selected by some colleges of art. Back to this article, Swapp shares so many important ideas that how art education empower students, even human beings. First of all, I do believe that arts develop student’s mindset in motion. The intrinsic and extrinsic motivation dynamically affect students. This is a basis of establishing students’ personality and characteristics. Actually, I have sensed that art makes me more confident, especially when I am sharing my latest artworks with peers. One of feedback I got from my friend is artworks visually display your efforts and thoughts, even values, while some soft sciences are not able to be presents vividly. This is the power of art, right? Certainly, I do believe that art improves human’s cognition. The process of making art is paralleled to doing research and solving problems. Sometimes, it is relevant to science problems. Like we did in the synthesizing mind activity, it was all about math problems and how art make them visually and solve them vividly. In addition, curation is a vital component in art education, and of course it facilitates students’ communication skills. The most important one is interpreting, understanding the art in many different ways. Cultural understanding is so important and art make it possible.
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