Monday, March 31, 2014

3C: Integrating Art and Spelling

3C: Integrating Art and Spelling  Animoto Video

  • Students chose a word from their list of spelling words.
  • Then, we discussed the different elements they had learned in Art class. 
  • After, we looked and reviewed the rubric Ms. Krijt uses in class so students could have complete understanding of what was expected, since they were mainly going to be assessed  in CREATIVITY and PLANNING AND EXPLANATION.
  • The final task was to have the students  make a poster using at least 3 elements to describe the meaning of the word  they had chosen.

Sunday, March 30, 2014

Arts Integration and Writing Critiques

Arts Integrations has been the focus of an in-depth action research study within the high school IB Art and Arts Foundations classes. For the last 4 months, I have been collecting data regarding the research process and how to analyze results in a way that minimizes threats to validity and maximizes the effect of the intervention.  The planning stages are complete and the research will take place in the fall of 2014, which will culminate in a thesis paper that reports the findings.  An excerpt from the thesis planning document (found below) explains the research idea and description of the intervention. 

Research question:
Does art integration within the curriculum positively affect the quality of vocabulary, writing skills, and confidence level of our students?

Samples of the Pre Test:  

Research idea:
The student work and reflective entries will be kept in their Investigative Workbooks.  Some samples are included here which show student work (pre intervention) with art critiques, analysis, investigation into visual qualities, and art specific terminology. At the end of the intervention, the students will do another critique and Likert-scale survey to see if there was an increase in descriptive qualities, use of vocabulary, and confidence level.  

The Art integration strategies will include a variety of fine arts disciplines including visual arts, dance, music, and drama. Within these disciplines, a range of approaches are explored including verbal and non-verbal kinesthetic, auditory, and visual activities.

Detailed description 
of the intervention:

For each of the “Arts Integration Interventions,” a new strategy that focuses on vocabulary and descriptive skills will be explored. Students will be introduced to the idea of Arts Integration and how we will practice it within the classroom setting, sometimes in groups, and sometimes individually. At the start of the research, students will create a sample product that, at the high school level, will consist of an art critique. Students will then continue through the unit as normal but will have added Arts Integration activities to supplement their practice. These activities will reinforce observational skills, descriptive skills, interpretive skills, and specific terminology.

Chosen Design
A Two-group pre/post design will be used with this action research intervention. One group of students will receive the arts integration treatment and one group will not.  Both groups will also receive a Likert scale pre/post test that measures their confidence when viewing and talking about art.

Type of Analysis for this Design
A non-paired t test will be used because there will be one group that receives the treatment and one group that does not. A correlation will also be incorporated because student confidence level will be an important component of this treatment.

In addition to the quantitative analysis, the following qualitative techniques will be a main component when analyzing the results.
  • Observations:  Observations will be a component of the analysis, regarding student attitude, participation, and growth in writing skill.
  • Reflection entries:  Reflective entries will be a significant insight into the viewpoints of students on the success/non-success of the arts integration strategies.


Stay tuned for the results...Coming Soon in Fall 2014!

Hand Movements to Recall Art Vocabulary

Third grade students were working on their clay unit and had a hard time learning and recalling the correct vocabulary words used during the actual working process. Students came up with different hand movements for each word and were able to remember the words and their meaning more easily once a movement was related to it.  The movements we came up with are very much associated with the actual act of doing what the word means.

These videos show how even after the unit is over and we are no longer working with clay, students are able to remember the words and the movement associated with it.