tag:blogger.com,1999:blog-48897663564589780242024-02-07T19:19:10.737-08:00Arts Integration @ ECAAnonymoushttp://www.blogger.com/profile/05274949830028867143noreply@blogger.comBlogger34125tag:blogger.com,1999:blog-4889766356458978024.post-68671747468584175222014-04-02T11:39:00.000-07:002014-04-02T13:12:58.888-07:00Action Research:Creative Movement and Vocabulary Acquisition<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtIoJBo6Iv5tob1mg3hyphenhyphen0QOpqGle9vgABa8YhAlmQesnEIkvKDPgv4LtjN6NZ8Ozn0FajGlQO8JkQCCK_6iIGsLz2la4jznQo-BWgXtORu0V-kBP_dHRA_jmiYtyGOLafud9jla244mF4/s320/61p25uiB%252B7L__SL500_AA300_.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtIoJBo6Iv5tob1mg3hyphenhyphen0QOpqGle9vgABa8YhAlmQesnEIkvKDPgv4LtjN6NZ8Ozn0FajGlQO8JkQCCK_6iIGsLz2la4jznQo-BWgXtORu0V-kBP_dHRA_jmiYtyGOLafud9jla244mF4/s320/61p25uiB%252B7L__SL500_AA300_.jpg" height="200" width="200" /></a></td></tr>
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<h3 style="text-align: center;">
<b style="text-align: left;"><span style="color: orange;">Background:</span></b></h3>
The issue that I chose to address for my Action Research Plan is <b>Vocabulary Acquisition.</b> As a part of our novel study of <u>Among the Hidden</u>, my 6th graders are expected to learn a set of vocabulary words from the text. For each four-chapter reading assignment, they are assigned 6-8 challenging-yet-useful words to study. The ultimate goal is that the students <b>absorb </b>these words into their own vocabularies so that they <b>comprehend </b>them when reading future texts and <b>put them to use</b> when writing narratives, expository/persuasive essays, or poetry.<br />
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<h3>
<b><span style="color: orange;">Problem:</span></b></h3>
The problem I encountered was that my students were<b> simply memorizing the set of words the definitions</b> -- they were not understanding <i style="font-weight: bold;">how</i> each of these terms is actually used in English. They were misusing many of them in their original sentences, and were unable to identify the meaning of the word in a multiple choice question if the definition were provided in slightly different words.<br />
<b id="docs-internal-guid-0030b0f6-2365-6dd4-8ff6-cbab01c0eed0" style="font-weight: normal;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
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<span id="docs-internal-guid-0030b0f6-236b-9f13-1422-3f01742bfea7"><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span></span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span>
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<table style="border-collapse: collapse; border: none;"><colgroup><col width="311"></col><col width="312"></col></colgroup><tbody>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Definition studied by class</span></div>
</td><td style="background-color: #666666; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Student use in an original sentence</span></div>
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<tr style="height: 0px;"><td style="background-color: #b7b7b7; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><h3 dir="ltr" style="line-height: 1.3; margin-bottom: 0pt; margin-right: 22pt; margin-top: 8pt;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"ominous"</span></h3>
<div dir="ltr" style="line-height: 1.3; margin-bottom: 0pt; margin-right: 22pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(adjective): menacing or threatening</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></td><td style="background-color: #b7b7b7; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My brother </span><span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ominoused</span><span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> me that if I didn’t clean his mess he would punish me . </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Incorrectly used as a verb)</span><span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"preponderance"</span></h3>
<div dir="ltr" style="line-height: 1.3; margin-bottom: 0pt; margin-right: 22pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(noun): a huge amount of something, or frequency of something (there is a lot of it or it happens often)</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></td><td style="background-color: #b7b7b7; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I have a </span><span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">preponderance</span><span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> amount of homework so I stay up late . </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Incorrectly used as an adjective)</span><span style="background-color: transparent; color: black; font-family: 'Coming Soon'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<tr style="height: 0px;"><td style="background-color: #666666; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Definition studied by class</span></div>
</td><td style="background-color: #666666; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Wording of definition on quiz, many students answered incorrectly</span></div>
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<tr style="height: 0px;"><td style="background-color: #cccccc; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><h3 dir="ltr" style="line-height: 1.3; margin-bottom: 0pt; margin-right: 22pt; margin-top: 8pt;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"resolutely"</span></h3>
<div dir="ltr" style="line-height: 1.3; margin-bottom: 0pt; margin-right: 22pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(adv) to do something in a way that shows determination; firmly; with your mind made up</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></td><td style="background-color: #cccccc; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><br />
<span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">with firm determination</span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"flippantly"</span></h3>
<h3 dir="ltr" style="line-height: 1.3; margin-bottom: 0pt; margin-right: 22pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(adverb): done in a light, casual way; done without showing respect</span></h3>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></td><td style="background-color: #cccccc; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><br />
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<span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">with disrespectful levity or casualness</span></div>
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<h3>
<b><span style="color: orange;">Idea:</span></b></h3>
Having participated in <a href="http://www.barryoreck.com/" target="_blank">Barry Orek</a>'s Arts Integration training and having observed my colleague Pat Ludwig execute a lesson called "<a href="http://ecaartsintegration.blogspot.com/2014/04/movement-in-poetry-from-hat-grade.html" target="_blank">Dances from a Hat</a>" with her 8th grade Language Arts class, I had an idea.<br />
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I decided to try doing some movement-based vocabulary lessons to see if <b>adding a kinesthetic element </b>would h<b>elp my students comprehend and acquire the vocab words.</b><br />
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<h3>
<b><span style="color: orange;">Action:</span></b></h3>
First, the students would need to do a <b>warm-up</b> to get them used to the idea of moving their bodies for a Language Arts class. So we did a warm-up called "Away and Back" in which the students began in a spot, moved away from it for 8 counts, froze for 8 counts, and then returned to their original spot in 8 counts. I gradually made the activity more complicated by having them think about how their <b><i>B</i></b>ody, <b><i>E</i></b>nergy, use of <b><i>S</i></b>pace and use of <b><i>T</i></b>ime (the B.E.S.T. qualities of dance/movement) communicated different messages. <br />
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Then I started to assign a <b>quality </b>to each "Away and Back" movement. Examples:<br />
<ul>
<li><span style="color: orange;">Show </span><b>victory </b><span style="color: orange;">as you walk away and back</span></li>
<li><span style="color: orange;">Move away and back with </span><b>excitement</b></li>
<li><span style="color: orange;">Move away and back as if you are </span><b>water</b></li>
</ul>
The final stage was to have them move "Away and Back" with the vocab terms in mind. Examples:<br />
<ul>
<li><span style="color: orange;">Move as if you are a </span><b><i>totalitarian</i> </b><span style="color: orange;">leader</span></li>
<li><span style="color: orange;">Move like a </span><b><i>guerrilla</i></b> <span style="color: orange;">soldier</span></li>
<li><span style="color: orange;">Make your movement </span><b><i>ramshackle</i></b></li>
<li><span style="color: orange;">Use your body to show </span><b><i>indifference</i></b></li>
<li><i style="font-weight: bold;">Intently</i> <span style="color: orange;">move for a count of 8</span></li>
<li><span style="color: orange;">Walk </span><i style="font-weight: bold;">audibly</i> <span style="color: orange;">on this turn</span></li>
</ul>
We <b>reviewed </b>the meaning of the vocab word before or after the movement, and sometimes repeated a word's movement after I gave them <b>constructive feedback</b> about their "performance."<br />
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Here are some video clips of the activity. Please excuse the audio quality.<br />
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<iframe height="385" src="https://docs.google.com/a/ecak12.com/file/d/0B34wYr45r014elBIMHdsR01pTTA/preview" width="640"></iframe>
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<h3>
<b><span style="color: orange;">Findings:</span></b></h3>
My conclusion based on the students' subsequent vocab quizzes is that this was a <b>worthwhile </b>activity, but that one movement exercise is<b> not enough.</b> My instincts tell me that the more I do this, and the more familiar the students come with participating in movement lessons in Language Arts, the more effective such activities will be.<br />
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<h3>
<b><span style="color: orange;">Plan:</span></b></h3>
We are beginning a new novel study soon on <u>The Adventures of Ulysses.</u> I plan to make movement exercises <b>routine </b>as we study vocabulary from the text, and hope to see students' comprehension and acquisition of new words continue to improve.<br />
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<b><i><br /></i></b>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-10076100383514552832014-04-02T07:14:00.000-07:002014-04-02T07:17:56.410-07:00Movement and Reading Music Notation<span style="background-color: white; color: #222222; font-family: inherit; font-size: x-small;">I was noticing That Were students having a hard time distinguishing Between Similar-looking musical symbols. While some symbols are very different from each other, like others have many Characteristics. For example, quarter and half notes look very like - the only difference is one is That filled in and the other is not. Half and whole Rests Rests are exactly the same, but one is upside down from the other. Sharp and nature symbols are similarly shaped Also. However, These symbols all have very different meanings. To address this problem, I incorporated activities focusing on physical movement and interpretation.</span><br />
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<span style="font-family: inherit;"><br /></span></div>
<span style="background-color: white; color: #222222; font-family: inherit; font-size: x-small;">For the first activity, the 6th grade band students Were broken into small groups and one of the Commonly Given misinterpreted rhythmic symbols. They Were Given the task of working together as a group to form the symbol With Their bodies. In order to do this Effectively, the students needed to identify identity the distinguishing Characteristics of the symbol and then recreate it in a group. </span><br />
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">After This task was Achieved, then They Were Given the task of coming up with a sound or a movement took place That over the correct number of counts. For example, a quarter note 1 beat Receives Their movement or sound and had to be one beat long (and able to be repeated). A half note looks like but gets two beats so Their movement had to be slightly longer (And Also repeatable). Once the groups Were ready, They presented to the class who had to determine what was being symbol being depicted. </span><br />
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">In a different activity, the goal was to assist the students in internalizing the Differences Between sharps, flats, and naturals. Although the flat is fairly distinctive symbol, the symbol are sharp and Natural faq frequently mixed up. To aid the students in the recognition, the students play a Simon Says-type game. Using Their bodies, the students imitate what does the symbol to the note. When shown a sharp, the students need to raise Their arms over Their Heads to Demonstrate the sharp raises the pitch. The Natural Involves the students being ordinary or freezing. For a flat, They need to sit down as Quickly as possible, Because the flat lowers the pitch. </span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">As a result of These activities, the students have improved Their recognition of the symbols and Their meanings as evidenced by improved playing quizzes and answers to in-class questions. Also It has led to Increased student engagement During These Times as Often students appreciate the movement to break to allow them to engage different parts of their minds. </span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">The next step would be to continue to expand to cover more activities These musical concepts. Adding movement to activities've Helped Reinforce awareness of Their student bodies. Also There are creative movements as the students begin with a literal depiction of the present concepts, and then move into a creative process. They are utilizing movement to depict various concepts Involving musical pitch and rhythm. Also, in the future, students will begin a composition unit by working on interesting movement exercises in Addition to the musical exercises. They are expanding to include Their creative experiences Their bodies and musical ideas. This reinforcement of concepts Between different areas of the arts will continue to Improve student understanding. </span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-88498484982828300112014-04-01T14:53:00.003-07:002014-04-02T11:55:40.721-07:00Movement in Poetry "Dances From a Hat" 8th grade Language Arts<div class="separator" style="clear: both; text-align: center;">
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<a href="http://3.bp.blogspot.com/-cC1Wn3ZoD38/UzskKfqMwAI/AAAAAAAAAnI/1aaEhMjghJw/s1600/Block+7+Movement+in+Poetry.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-cC1Wn3ZoD38/UzskKfqMwAI/AAAAAAAAAnI/1aaEhMjghJw/s1600/Block+7+Movement+in+Poetry.jpg" height="225" width="400" /></a></div>
We have been studying Poetry and "Dances From a Hat" is great way to generate lots of vivid vocabulary. Students ultimately used the list of words to build interesting poems. <br />
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I learned the technique from Barry Oreck's Arts Integration Workshop held here at ECA in September. I was also fortunate to have several other teachers help during this process.Carolina F, Kat SR, and Michael A helped with supervision, planning, and the much needed debriefing at the end of the process. <br />
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Similar to what Barry did in our workshop, I first did some warm-up activities with students including 'Away and Back' and 'Move Freeze' . (For more on activities check out this link: <a href="http://tal832artsintheclassroom.wikispaces.com/Arts+Resources">Dance Activities</a>) I did these warm-ups over the course of several periods. The warm-ups are crucial to the success of the activity.<br />
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The phrases I used in my hat were: falling raindrop,gathering fog, burning fire, and melting ice cream.<br />
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<a href="http://4.bp.blogspot.com/-hkSD6Fs4v6w/UzsyCmaTOFI/AAAAAAAAAnU/9qHJ5l_KdwU/s1600/Brainstorming+Ideas.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-hkSD6Fs4v6w/UzsyCmaTOFI/AAAAAAAAAnU/9qHJ5l_KdwU/s1600/Brainstorming+Ideas.jpg" height="225" width="400" /></a></div>
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<span style="font-family: inherit;">DANCES FROM A HAT (Adapted from Mary Joyce)<o:p></o:p></span></div>
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<a href="http://2.bp.blogspot.com/-pigMfGrlH1M/UzsyO6irZTI/AAAAAAAAAnc/Z0c9pzvTgRs/s1600/IMG_20140124_150852.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://2.bp.blogspot.com/-pigMfGrlH1M/UzsyO6irZTI/AAAAAAAAAnc/Z0c9pzvTgRs/s1600/IMG_20140124_150852.jpg" height="180" width="320" /></span></a><span style="font-family: inherit;">Get into groups of 3 to 5 people. One person from each group
draws a card with a word or phrase on it. The group looks at the card but does
not show it to the other groups. Explain that the group will become one of
these things. People may play different roles but they are all parts of the
same thing – not different characters, people, or things in the surrounding
environment. The structure for the dance is shape – movement – shape. The group
starts in a still opening shape, moves like this thing and ends in a still
closing shape. There are no sound effects or props in the first stage of
explorations. Suggest that the group first discuss the qualities and
characteristics – decide on the size, direction, energy, force, speed, where it
starts and ends. Suggest that group members take turns stepping out to watch
during the process. Give at least 10 minutes to prepare. When the dance is
performed the audience is directed to describe what they see – not guess what
the image is. After descriptions have been collected you may ask if any images
come to mind.</span><br />
<br />
See below for a video clip from one the dances. </div>
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When we were done viewing each dance, we brainstormed lists of words which could describe what had been seen. This requires a good bit of encouragement. When all the dances and brainstorming were complete we wrote poems using the words. The poems didn't necessarily have to be about the dances themselves, but many were inspired by their own dance.<br />
<br />
Some of the students used these poems as part of their own poetry anthology. Below is one of the poems (the poet added to and edited the poem several times before this final draft): <br />
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-left: 72pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: white; color: black; font-family: 'Amatic SC'; font-size: 40px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Storm</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-left: 72pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: white; color: black; font-family: 'Amatic SC'; font-size: 40px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: black; font-family: 'Amatic SC'; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">by Ethel R</span></span></div>
<b id="docs-internal-guid-9c13265e-23b9-da44-1fc0-35b07b308a68" style="font-weight: normal;"><br /><span style="background-color: white; color: #222222; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: white; color: #9fc5e8; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The sky turns into a sorrowful grey.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: white; color: #3d85c6; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Pillows from the sky cry, and smooth drizzling begins.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: #222222; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: white; color: #0b5394; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Crackling drops of cold rainfall dive heavily like stone.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: white; color: blue; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sudden lightning electrifies the city.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: #222222; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: white; color: #0b5394; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">bursts of thunder shout out to the wind</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: white; color: #9fc5e8; font-family: 'Trebuchet MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">smooth drizzling starts to swiftly die.</span></div>
<br />
<span style="background-color: white; color: #9fc5e8; font-family: 'Trebuchet MS'; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"></span><span style="background-color: white; color: #1c4587; font-family: 'Trebuchet MS'; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"> Looks like heaven is heartbroken.</span></div>
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Below is a video of part of one of the dances-"Burning Fire" </div>
<o:p></o:p><br />
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<br /></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyhJl88WCjBkNHzl9GMFlAJIH7SWHQosbhyT5fzPfeho_tCVu20whivRMWclhaXlbQgvlExD5l1sBMnADErgQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-4889766356458978024.post-71365410999926708882014-03-31T13:18:00.001-07:002014-04-02T07:42:07.505-07:003C: Integrating Art and Spelling<h2>
<span style="color: purple;"><a href="http://animoto.com/play/UXH1SvIYjnkHipHS4Ctv0Q">3C: Integrating Art and Spelling</a> <a href="http://animoto.com/play/UXH1SvIYjnkHipHS4Ctv0Q">Animoto Video</a></span></h2>
<br />
<ul>
<li>Students chose a word from their list of spelling words.</li>
<li>Then, we discussed the different elements they had learned in Art class. </li>
<li>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.</li>
<li>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.</li>
</ul>
<br />
<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-50592828974945464152014-03-30T20:18:00.000-07:002014-04-02T07:43:24.040-07:00Arts Integration and Writing Critiques<style>
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<span style="font-family: Georgia, 'Times New Roman', serif;">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.</span><span style="font-family: Georgia, 'Times New Roman', serif;">
</span><span style="font-family: Georgia, 'Times New Roman', serif;">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.</span><span style="font-family: Georgia, 'Times New Roman', serif;"> </span><span style="font-family: Georgia, 'Times New Roman', serif;">An excerpt from the thesis planning document (found below)
explains the research idea and description of the intervention.</span><span style="font-family: Georgia, 'Times New Roman', serif;"> </span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><b><span style="color: #1a1a1a; font-size: 13pt;">Research question:</span></b></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: #1a1a1a; font-size: 13pt;">Does
art integration within the curriculum positively affect the quality of
vocabulary, writing skills, and confidence level of our students?</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><b>
</b></span><br />
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<span style="font-family: Georgia,"Times New Roman",serif;"><b>Samples of the Pre Test:<span style="mso-spacerun: yes;"> </span></b></span></div>
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<a href="http://3.bp.blogspot.com/-j44SMg1GY-o/Uzt3ukRhabI/AAAAAAAAA74/t-mVp2C1-yQ/s1600/Screen+Shot+2014-04-01+at+9.54.08+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-j44SMg1GY-o/Uzt3ukRhabI/AAAAAAAAA74/t-mVp2C1-yQ/s1600/Screen+Shot+2014-04-01+at+9.54.08+PM.png" height="640" width="476" /></a></div>
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<a href="http://4.bp.blogspot.com/-Eu-UEMNYtI4/Uzt3xmfwAVI/AAAAAAAAA8Q/JL70mJAXApE/s1600/Screen+Shot+2014-04-01+at+9.54.31+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-Eu-UEMNYtI4/Uzt3xmfwAVI/AAAAAAAAA8Q/JL70mJAXApE/s1600/Screen+Shot+2014-04-01+at+9.54.31+PM.png" height="400" width="262" /></a></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><b><span style="color: #1a1a1a; font-size: 13pt;">Research idea:</span></b></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;">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. </span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span>
<br />
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: #1a1a1a; font-size: 13pt;">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.</span></span></div>
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<span style="font-family: inherit;"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Verdana,sans-serif;"><b><span style="color: #1a1a1a; font-size: 13pt;"> </span></b></span><br />
<a href="http://4.bp.blogspot.com/-bxVcG15HpZk/Uzt3rOdOR3I/AAAAAAAAA70/dUWIqhTYZdM/s1600/Screen+Shot+2014-04-01+at+9.54.46+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-bxVcG15HpZk/Uzt3rOdOR3I/AAAAAAAAA70/dUWIqhTYZdM/s1600/Screen+Shot+2014-04-01+at+9.54.46+PM.png" height="400" width="292" /></a><span style="font-family: Verdana,sans-serif;"><b><span style="color: #1a1a1a; font-size: 13pt;"> </span></b></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><b><span style="color: #1a1a1a; font-size: 13pt;">Detailed description </span></b></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><b><span style="color: #1a1a1a; font-size: 13pt;">of the intervention:</span></b></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: #1a1a1a; font-size: 13pt;">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.</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><b><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold;">Chosen Design</span></b></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold;">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.</span></span></div>
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<b><span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold;">Type of Analysis for this Design</span></span></b></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold;">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. </span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold;">In addition to the quantitative analysis, the following qualitative techniques will be a main
component when analyzing the results.</span></span></div>
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<li><span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold;">Observations: Observations will be a component
of the analysis, regarding student attitude, participation, and growth in
writing skill.</span></span></li>
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<li><span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: black; font-size: 11.5pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Reflection entries:
Reflective entries will be a significant insight into the viewpoints of
students on the success/non-success of the arts integration strategies.</span></span></li>
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<span style="font-family: inherit;">Stay tuned for the results...Coming Soon in Fall 2014!</span></h2>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-88814688614955223142014-03-30T12:07:00.000-07:002014-04-02T07:43:56.340-07:00Hand Movements to Recall Art Vocabulary<div class="MsoNormal">
<span style="font-family: inherit;"><span lang="EN-US" style="font-size: 12pt; line-height: 115%;">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. </span><span style="font-size: 16px; line-height: 18.399999618530273px;">The movements we came up with are very much associated with the actual act of doing what the word means.</span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="font-size: 12pt; line-height: 115%;">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 </span><span lang="EN-US" style="font-size: 12pt; line-height: 115%;">associated
with it. </span></span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dw-vQjfOvy5e3E4k_Q1pxvusjlhSaI33cCJX0d6cwVoFNvHS1EEoiwdeCG5h4WcMtau68kR6goJdfifXNnJJA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxnOOtxl2s6goPS2j6qySsXMwstBnF7tJ1g9neTRfyDC9rL_sYvxEEJey9K5pChxPDWAnzUzXAIvQIDvPGrIA' class='b-hbp-video b-uploaded' frameborder='0'></iframe><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/BUM0oZsdbjQ?feature=player_embedded' frameborder='0'></iframe></div>
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-91211167169876703952013-11-11T11:07:00.000-08:002013-11-11T11:08:39.771-08:00Books and KnivesAs the culminating project of the year's first unit -- a unit designed to philosophically explore the question "What is History?" -- Books and Knives cut right to the heart of the matter. To start the unit, we studied quotes about history, then wrote poetry about history, then applied the Allegory of the Cave to history, and then finally we were ready to cut up some textbooks.<br />
<br />
The idea that history does not equal textbook and vice versa drives the unit. Through this project the students were given a chance to practice redefining history. The requirements were to tear the pages out of a history book and use metaphor and collage to communicate a personal definition of history. Allowing the students to define history on their own invites them to engage with the year's curriculum more deeply -- it has now become something personal.<br />
<br />
The end product of the unit is a personal definition of history. I just had to choose a format for communicating that definition. Since art is often a very personal endeavor, it made sense to integrate art into this unit. Collage was a simple enough medium for the students, and it allowed for wide-open creativity.<br />
<br />
The students wrote metaphor explications which will accompany their books at the Middle School art show. However only the books are shown in the slideshow below. Enjoy!
<embed type="application/x-shockwave-flash" src="https://static.googleusercontent.com/external_content/picasaweb.googleusercontent.com/slideshow.swf" width="600" height="400" flashvars="host=picasaweb.google.com&hl=en_US&feat=flashalbum&interval=7;RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F101769598887638320945%2Falbumid%2F5935399363680436513%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" pluginspage="http://www.macromedia.com/go/getflashplayer"></embed>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-85973816734434265112013-10-28T18:25:00.001-07:002013-10-28T18:33:24.734-07:00How To Be CreativeHere is a short, thoughtful take on the creative process...<iframe allowfullscreen="" frameborder="0" height="344" src="//www.youtube.com/embed/weIQIthC3Ks" width="459"></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-50048991065268177212013-10-04T06:37:00.003-07:002013-10-04T06:37:40.371-07:00Checkup?How's everybody feeling a week or so later now that the excitement of Barry's visit has worn-off? Anyone still trying things in their classroom? I'm more than happy to help with ideas either face to face or via email. Just let me know! -ChristaAnonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-88868046946688577392013-09-26T11:12:00.003-07:002013-09-27T15:19:25.048-07:00Words and MovementThis is a great video clip to illustrate how words and movement can go together. A very emotional piece where David Rakoff explains how getting cancer changed his willingness to try new (or old things) things. Maybe wait till the end to tell them he died of his illness just about a year ago. Maybe more effective on High schoolers:<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/ldqjM7x6NhE" width="560"></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-66073830559454942302013-06-07T13:11:00.004-07:002013-06-08T13:14:58.544-07:00Advanced Art Lab MuralWhile not entirely an arts integration project, this mural involved a lot of cross-disciplinary learning. The 8th grade focused a lot on metaphor, figurative language, and symbolism in many of their classes this year. Twelve students in the Advanced Art Lab full-year elective course took these ideas all the way to the completion of a large-scale mural based on the journey through middle school. They used metaphor and symbolism in the images and the narrative of the mural itself, as well as in their narration. Here is a video we put together, which explains the mural's meaning, and shows a cool, time-lapse sequence of the work they did throughout the year. The video was used in a dedication assembly we had this week. Enjoy!<br />
<br />
<br />
<iframe width="640" height="360" src="http://www.youtube.com/embed/pvqhNgn8i9w" frameborder="0" allowfullscreen></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-90966261945900519452013-04-05T18:14:00.000-07:002013-04-05T18:16:56.623-07:00Sound and Science with Jad Abumrad of Radio LabJad Abumrad, the host of my second favorite radio show, <a href="http://www.radiolab.org/" target="_blank">Radio Lab</a>, talks about the sound of failure. Radio Lab uses a tapestry of sound and story to explain interesting science concepts. The hosts and producers are masters at the craft of editing and playing with sound. In this short talk, Abumrad discusses the sound of failure. Besides being another great example of masters reflecting on their process and craft, it does a nice job of demonstrating how sound could be used creatively in the service of illustrating scientific content.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/ILZYGrRlQkI" width="560"></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-8137124508020852102013-04-05T18:01:00.000-07:002013-04-05T18:03:15.744-07:00Ira Glass on the Art and Craft of the StoryIra Glass, host of NPR's <a href="http://www.thisamericanlife.org/" target="_blank">This American Life</a> radio program shares his insights on the art and craft of telling a good story. To me, there is nothing greater than hearing someone who has mastered their craft talk about their process. These kinds of deep insights into the creative process are what illuminate the way for ourselves and our students to walk through the unfolding process of creating in any medium or art form.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/QPc0wyeuYW4" width="420"></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-51514339664781865612013-03-10T09:10:00.001-07:002013-10-14T13:44:02.023-07:00A Collage Introduction to the Science Curriculum<b>Science 6 and 7</b><br />
<br />
Science Teacher Adam Fox<b> </b>wanted his students to get an overview of what they would be learning about throughout the year, and he also had some bare walls to fill. He introduced the unit topics, broke the classes into groups, and pulled out a pile of science magazines. The job was to create a collage summarizing what would be studied in each unit, and to come up with an image that would symbolize what that unit was about. The finished collages hang throughout the room, and serve as a reminder to students of what they have studied, and what is to come. They also helped Adam to check their understanding of what each of the topics is about, and help to create a more<a href="http://ecaartsintegration.blogspot.com/p/aesthetics.html"> aesthetic teaching environment</a>.<br />
<br />
Adam introduced some collage craftsmanship tips, such as cutting neatly around the outlines of figures, rather than pasting down rectangular picture boxes, and considering the interaction of foreground figure and background image when arranging the photos.<br />
<br />
<br />
<embed type="application/x-shockwave-flash" src="https://static.googleusercontent.com/external_content/picasaweb.googleusercontent.com/slideshow.swf" width="600" height="400" flashvars="host=picasaweb.google.com&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F104270977464922751191%2Falbumid%2F5853354955516838561%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" pluginspage="http://www.macromedia.com/go/getflashplayer"></embed>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-15366980324915494442013-03-06T19:07:00.001-08:002013-10-14T13:48:25.445-07:00Illustrating Poetry: Being Figurative<b>Language Arts 8</b><br />
<br />
8th grade students were required to write a series of poems as part of their poetry unity. Their teacher, Pat Ludwig, wanted them to produce an illustrated book of their poems. We saw this as an opportunity to extend their thinking about what purpose an illustration serves. They had been working with metaphor, irony, and figurative language in class, and we wanted them to transfer those skills from the realm of language to that of imagery. This is what meaningful arts integration is all about: not merely showering kids with art projects, but using the arts as a vehicle to help them think and communicate in different ways; to understand that each of the arts can come at the same concepts from different angles.<br />
<br />
In the slideshows below, you can see the steps we led the students through to reach an understanding of how they could be figurative in their approach to illustrating their poems, followed by examples from their final poetry books. The books were produced using <a href="http://www.blurb.com/">Blurb</a>, and the students were given the option of finding images in royalty-free image databases, or creating their own original artworks. Please note that you may pause the slideshows, or click on them to view a full-sized version.<br />
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<embed type="application/x-shockwave-flash" src="https://static.googleusercontent.com/external_content/picasaweb.googleusercontent.com/slideshow.swf" width="600" height="400" flashvars="host=picasaweb.google.com&captions=1&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F104270977464922751191%2Falbumid%2F5852430890489416209%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" pluginspage="http://www.macromedia.com/go/getflashplayer"></embed>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-14355556218242701992013-01-17T17:50:00.001-08:002013-10-14T13:40:03.042-07:00Memorials, Monuments, Museums<b>Social Studies 8</b><br />
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This is an 8th grade Arts Integration Social Studies unit, which looks at societal values, beliefs, and ideals, and how they are enshrined through architecture and the built environment. Students look at the Vietnam Veterans Memorial and other sites they will visit during their class trip to Washington and New York, with attention to what meaning is conveyed through the design of these forms and spaces. The students design a memorial, monument, or museum for their simulation country, and watch a presentation by a local architect. The first slideshow below takes you through the lesson sequence leading into their final design work. Please note that you may pause the slideshow.<br />
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Here are three example pieces from start to finish: a museum, a monument, and a memorial. For each piece, you can view the student's process journal, model, and graphic presentation. The students were required to keep a process journal to record their creative thought process through sketches, notes, and photographs. They were also required to write a statement and create a visual graphic to present their final design. Click on the slideshow to view full-sized images in Picasa. Photos of other final models are included in the slideshow as well.
<embed type="application/x-shockwave-flash" src="https://static.googleusercontent.com/external_content/picasaweb.googleusercontent.com/slideshow.swf" width="600" height="400" flashvars="host=picasaweb.google.com&captions=1&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F104270977464922751191%2Falbumid%2F5852244293550125265%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" pluginspage="http://www.macromedia.com/go/getflashplayer"></embed>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-35334992857020912382013-01-17T17:36:00.000-08:002013-03-10T09:17:54.736-07:00Cuentos de Octavo<b>Native Spanish 8</b><br />
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8th grade Native Spanish classes wrote their own short stories. We created illustrations for them and published an online book with <a href="http://www.blurb.com/">Blurb</a>.<br />
<embed flashvars="host=picasaweb.google.com&captions=1&hl=en_US&feat=flashalbum&&interval=6RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F104270977464922751191%2Falbumid%2F5834577583643709841%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" height="400" pluginspage="http://www.macromedia.com/go/getflashplayer" src="https://picasaweb.google.com/s/c/bin/slideshow.swf" type="application/x-shockwave-flash" width="600"></embed>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-43885416906302799802012-12-22T08:24:00.001-08:002012-12-22T08:24:58.147-08:00Arts Integration Pinterest Board<div class="separator" style="clear: both; text-align: center;">
<a href="http://media-cache0.pinterest.com/upload/233131718181723384_JrvDaXed_c.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://media-cache0.pinterest.com/upload/233131718181723384_JrvDaXed_c.jpg" height="251" width="400" /></a></div>
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Here is a <a href="http://pinterest.com/edutopia/arts-integration/">Pinterest board full of Arts Integration</a> ideas and resources.<br />
<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-39365072086441278232012-12-20T11:14:00.002-08:002013-03-10T09:18:24.939-07:00Human Map<b>Social Studies 6</b><br />
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<span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">Social Studies 6 Teachers Michael and Kat Stein-Ross combined their classes and used movement to build "human maps" of the region surrounding Ancient Egypt and the Kingdom of Kush. Students played the roles of the geographical features that influenced human settlement (Mediterranean Sea, Nile River, various Deserts, Lebanon Mountains) as well as the roles of settlers who were choosing a spot to build their community. The geographical features had to act out certain attributes: the Deserts whispered "hot and dry, hot and dry" and the Nile students showed the flow of the river by moving their arms from South to North. Here is a snippet of the activity they caught on video:</span><br />
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<iframe allowfullscreen="allowfullscreen" frameborder="0" height="315" src="http://www.youtube.com/embed/1u5ekcyLCtI?rel=0" width="560"></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-76753761784024784502012-12-18T10:17:00.001-08:002013-03-06T06:48:39.753-08:00Art Through a Microscope<b>Science 6</b><br />
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As part of their Cell Biology unit, sixth-grade students work with the microscope to study cells and microscopic organisms. Science Teachers Adam Fox, Abram Cosby, and I developed and taught a short lesson sequence that would teach the students observational drawing skills (which aids their ability to observe and record what they see in the microscope), and also help them to see that the relationship between art and science is a two-way street. Art does not only serve a functional purpose in the scientific process. The observations and understandings derived from the scientific process in turn become inspiration for artists and their work.<br />
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The slideshow below gives you a guided tour through the lesson sequence and examples of student work. <br />
<embed type="application/x-shockwave-flash" src="https://picasaweb.google.com/s/c/bin/slideshow.swf" width="600" height="400" flashvars="host=picasaweb.google.com&captions=1&hl=en_US&feat=flashalbum&interval=6&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F104270977464922751191%2Falbumid%2F5823300668637021137%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" pluginspage="http://www.macromedia.com/go/getflashplayer"></embed>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-70861112569351430842012-12-18T06:46:00.000-08:002013-10-14T13:42:34.925-07:00Creating Infographics: What is History?<b>Social Studies 8</b> <br />
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Michael Stein-Ross, our Social Studies 8 Teacher, came to me with the idea of having his students create infographics. He was having them devise their own definition of history, and wanted them to be able to give visual form to these ideas. Infographics have become a natural outgrowth of both the information revolution and the increasingly visual nature of our ever-expanding media universe. They vary in quality and eloquence, but the act of creating one provided a nice vehicle for exploring how to communicate an idea or message visually.<br />
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Below is a slideshow that walks you through our lesson sequence, and here are a couple of great resources we found along the way:<br />
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"<a href="http://learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places-to-start/">Teaching with Infographics: Places to Start</a>" from the New York Times Learning Network<br />
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"<a href="http://www.visual-literacy.org/periodic_table/periodic_table.html" target="_blank">A Periodic Table of Visualization Methods</a>" from <a href="http://www.visual-literacy.org/index.html">visual-literacy.org</a>. <br />
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<embed type="application/x-shockwave-flash" src="https://static.googleusercontent.com/external_content/picasaweb.googleusercontent.com/slideshow.swf" width="600" height="400" flashvars="host=picasaweb.google.com&captions=1&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F104270977464922751191%2Falbumid%2F5816243277332483121%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" pluginspage="http://www.macromedia.com/go/getflashplayer"></embed>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-19408800792160034232012-11-21T18:41:00.001-08:002012-11-21T18:41:18.641-08:00Google Art Project<div class="separator" style="clear: both; text-align: center;">
<a href="http://search.xhibitor.org/wp-content/uploads/2012/09/Art-Project-powered-by-Google.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://search.xhibitor.org/wp-content/uploads/2012/09/Art-Project-powered-by-Google.png" height="320" width="400" /></a></div>
<a href="http://www.googleartproject.com/" target="_blank">Google Art Project </a>is like Google Earth for Art! Select one of the great museums around the world, move through the museum, select an artwork, and then zoom in so close you can see every last brushstroke.<br />
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Each day when you go to the site, you will be presented with a new work of art on your screen. It's a great way to really get lost in a painting, and nice tool for regular, brief "looking" sessions in class.<br />
<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-32070490111871501802012-11-21T18:34:00.000-08:002012-11-21T18:41:42.057-08:00Art Babble<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.artbabble.org/sites/default/files/artbabble_logo.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.artbabble.org/sites/default/files/artbabble_logo.png" height="173" width="320" /></a></div>
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<a href="http://www.artbabble.org/" target="_blank">Art Babble </a>is a web-based video site dedicated to all things art. Search and view videos by artist, or go to the many channels hosted by museums and other arts institutions. There are many great, educational videos here.<br />
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-69450720202877953902012-11-21T18:25:00.000-08:002012-11-21T18:25:39.689-08:00Timeline of Art History from the Metropolitan Museum of Art<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.lib.umich.edu/graphics/vrc/mettimeline.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.lib.umich.edu/graphics/vrc/mettimeline.jpg" height="127" width="400" /></a></div>
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<a href="http://www.metmuseum.org/toah/" target="_blank">The Helibrunn Timeline of Art History</a> organizes the vast collection of the Metropolitan Museum of Art in New York into searchable thematic timelines. Search by time period, geographical region, medium, or thematic essay. View works as a slideshow, or select an individual piece for extensive background information and analysis. A great research tool for both student and teacher.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4889766356458978024.post-46115858700761973262012-11-21T17:09:00.000-08:002012-11-21T17:23:38.991-08:00Art:21 - Art in the Twenty-first Century<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.pbs.org/art21/files/imagecache/front_rotator/images/s6-signature.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.pbs.org/art21/files/imagecache/front_rotator/images/s6-signature.jpg" height="225" width="400" /></a></div>
<a href="http://www.pbs.org/art21/" target="_blank">Art:21 </a>is a PBS TV program, now in its 6th season. Each episode features segments on contemporary artists working around a particular theme.<br />
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The <a href="http://www.pbs.org/art21/" target="_blank">shows website </a>has video clips from the program, artist bios, artwork galleries, and downloadable <a href="http://www.pbs.org/art21/learning-with-art21/materials-for-teaching/educators-guides" target="_blank">educators' guides </a>to all the programs. A special section titled <a href="http://www.pbs.org/art21/learning-with-art21/on-contemporary-art/using-art21-media-in-the-classroom" target="_blank"><i>Using Art:21 Media in the Classroom</i> </a>has helpful tips for incorporating the material in your classes.<br />
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There is also an <a href="http://blog.art21.org/" target="_blank">Art:21 Blog </a>with up to date information on contemporary art and artists, as well as opportunities for educators to incorporate contemporary art into their curricula. The program also hosts <a href="http://www.art21.org/teach/participate/art21-educators" target="_blank">professional development</a> workshops for teachers. The ECA library has several of the Art:21season DVDs and companion books available. Anonymousnoreply@blogger.com0