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Arts Integration (CURRENT PRACTICES (Key Terms (Artful Thinking (https…

- - - - https://youtu.be/11_oe4QgQe0
    - - Effort after meaning is an important factor for memory; research has shown that when people must puzzle over a stimulus a bit in order to understand it, they end up remembering that stimulus better than they would is its meaning were made more obvious. (p112)
        Hardiman M. Chapter 7. The Brain-Targeted Teaching Model For 21St-Century Schools. Thousand Oaks, CA, US: Corwin Press; 2012.
    - - We have found that what students need the most is not self-esteem boosting or trait labeling; instead, they need mindsets that represent challenges as things that they can take on and overcome over time with effort, new strategies, learning, help from others, and patience. When we emphasize people’s potential to change, we prepare our students to face life’s challenges resiliently.”
        Yeager, D.S., & Dweck, C.S. (2012). Mindsets that Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist. 47(4), 312
  - - - https://youtu.be/Qv6u7IhEElc
        
        https://youtu.be/tCt1tIB8wmo
    - - https://youtu.be/Elbl4atjEwA
        
        https://youtu.be/6fBOJLZkBD4
      - Student Responses
- - - - “Playing, a necessary component of any creative process, is the first (and foundational) principle of the possibilities that can emerge from a quality art curriculum.”
        –p. 35 Gude, O. (2010, March). Playing, Creativity, Possibility. Art Education. (2), 31-37
    - - https://youtu.be/XLriC0rRMMI
    - - The synergy cereated by these three components of comprehensive dance education - certified dance specialist, classroom teacher, adcommunity based dancers/dance companies - provides an effective balance for quality dance education and builds a basis for ongoing support of deep learning
        through dance. (p152)
        (Diaz 2017)
      - National Dance Education Organization
    - - Teachers can use the multiple intersecting tools of dramatic inquiry to transform classrooms into spaces for literacy learning and teaching that not only create opportunities for composing and interpreting texts but also extend critical inquiry, foster students’ agency, and promote development of their perspectives.
        Beach, R., Campano, G. Edmiston,B and Borgmann, M. (2010). Dramatic inquiry: imagining and enacting life from multiple perspectives. In Literacy tools in the classroom: teaching through critical inquiry, grades 5–12 (pp69 – 89). National Writing Project and Teachers College Press
- - - - “…the optimal internal state for learning is one of relaxed alertness (Caine & Caine 1991), while the optimal external, environmental conditions for learning are characterized by ‘high challenge and low threat’ (OECD 2002). …The integration of the arts into the daily lives of students’ school experience is perhaps the most promising way to provide students, simultaneously, with learning experiences that cultivate a state of relaxed alertness, provide orchestrated immersion in complex experience, and allow for active processing experiences – experiences that are vital to student success in school and in life”pages 81-82
        Lewis, Y. P. (2016). Arts Integration in Education (G. H. Mardirosian, Ed.). Chicago, IL: The University of Chicago Press
      - “Creating something, receiving feedback, and revising their work is a natural part of the artistic process that your students can apply toward their academic classes. "The strengths and skills that these artists come to us with are hard work and a willingness to keep trying," says Geron Spray, an English and history teacher. "They have perseverance, they take constructive criticism well, and they build on it.”
        Edutopia. “Embracing Failure: Building a Growth Mindset Through the Arts.” Edutopia, 4 Oct. 2016, www.edutopia.org/practice/embracing-failure-building-growth-mindset-through-arts. Accessed 20 Sept. 2017.
      - When people are not just provided information in written form, but rater generate that information themselves in response to some kind of prompt, their recall of that information is significantly improved. Generating information through art also engages students in various forms of divergent thinking – thinking that leads to a variety of possible outputs or solutions. (p108)
        Hardiman M. Chapter 7. The Brain-Targeted Teaching Model For 21St-Century Schools. Thousand Oaks, CA, US: Corwin Press; 2012.
    - - “The arts are a valuable educational tool. Arts integration can create new and meaningful connections to lesson content, expand students’ understanding of other cultures, and help to promote the development of healthy cultural identities”
        (p.424). Purnell, P.G, Ali, P, Begum, N, & Cater, M. “Windows, Bridges, and Mirrors: Building Culturally Responsive Early Childhood Classrooms through the Integration of Literacy and the Arts .” Early Childhood Education Journal, June 2007
      - “Because the creation of artistic responses so often draws from” the cultural knowledge prior experiences, frames of reference and performance styles of ethnically diverse students” it serves to make learning encounters more relevant and effective for them. It teaches to and through the strengths of these students (Gay, 2000. p. 29)
        Lesley University/ Creative Arts in Learning Division, www.lesley.edu
  - - - Statement
        
        By bolstering the interest and involvement of Native youth in tribal cultures and traditions, Native communities have learned how to reach struggling youth. (pp 6)
        Office of the President. Native Youth Report (2014). Retrieved from https://www.whitehouse.gov/sites/default/file/docs/20141129nativeyouthreport_final.pdf
      - Aging Populations
        
        The Penelope Project
        
        Sojourn Theater
      - Arts in Prison Populations
        
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    - - Refugees 101
        
        International Refugee Committee
      - Public Art
        
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      - Teaching Refugees
- - - - Researchers in the behavior, cognitive, and neurosciences have also begun to demonstrate how the arts support learning across multiple domains. Ellen Winer and Lois Hetland (2007) for example, conducted a study in Boston area schools regarding the effects of arts programs in students’ learning. Resisting the notion that the arts might improve standardized test scores on reading and math, their analysis pointed to the thinking skills that the arts address but that are rarely seen in other parts of the curriculum. They identified critical mental habits that students who participated in robust arts programs developed. (p233)
        Hardiman, Mariale m. “The Creative-Artistic Brain.” Mind, Brain, & Education Neuroscience Implications for the Classroom, Solution Tree Press, pp. 226–246.
      - For students to receive instruction consistent with the goals of the 21st-century skills movement, they must be given ample opportunities to be inventive and to apply knowledge in ways that contribute to developing and fostering the creative mind. (p127)
        Hardiman M. Chapter 8. The Brain-Targeted Teaching Model For 21St-Century Schools. Thousand Oaks, CA, US: Corwin Press; 2012.
    - - “These Principles of Possibility emphasize developing students’ abilities to engage in sustained inquiry without requiring a clear right answer and enable students to utilize a number of approaches to interpret meaning in a wide variety of visual and verbal texts.” p. 15 Gude, O. (2007). Principles and Possibility: Considerations for a 21st Century Art & Culture Curriculum, Art Education, (1)6