Making Curriculum Pop

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Arts Integration

For teachers who like to integrate all the arts into their teaching.

Website: http://www.theinspiredclassroom.com
Location: New Hampshire
Members: 56
Latest Activity: Feb 17, 2019

Discussion Forum

RESEARCH: Arts education boosts students’ writing scores

Not, of course, the point of Arts Ed, but any bonus is helpful when talking with school boards or admin ..Study: Expanding arts education boosts "students’ compassion for their classmates, lowering…Continue

Started by Ryan Goble Feb 16, 2019.

ARTICLE: Can testing save arts education?

Would rather it not come to this but, read on...Can testing save arts…Continue

Started by Ryan Goble Aug 16, 2016.

The Art of Elections

Contributors to “The Art of Elections” symposium explore how the arts and popular culture shape campaigns and…Continue

Started by Frank W. Baker Feb 12, 2016.

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Comment by Ryan Goble on March 11, 2013 at 12:59pm

Hey Sonjatia - consider posting your excellent resources up above in the discussion forum - that way the resources can be broadcast in a week in review (they have a url) and they will be nicely archived.  Stuff on the wall tends to get lost over time!  Thanks - Ry

Comment by Sonjanita moore on March 7, 2013 at 11:03pm

Check out the ways that Kuumba Lynx is integrating the arts (workshops) in park districts, schools, ensemble performances and poetry slams. They are the first ensemble to create a MIDDLE SCHOOL city-wide poetry slam called - HALF PINT POETICS

Kuumba Lynx onFacebook 

http://www.kuumbalynx.org/

Kuumba Lynx Youth Poets on Public Radio in Chicago -WBEZ

Kuumba Lynx Search List (videos, articles, etc)

Comment by Marcy Prager on January 8, 2012 at 10:42am

Recording visual images is the most basic of reading comprehension strategies.  All elementary school students and ELL students love to draw their visual images to show how they interpret author's descriptions.  As they read, they can add more detail to the settings they draw, facial expressions to show characters' reactions to the events.  This kind of art is essential to comprehension from the lower grades right through high school.

Comment by Katherine Bolman, PhD on October 15, 2010 at 1:18pm
How can we make this part of curriculum pop into an active discussion between all of the members? I would like to talk with teachers about integrating art history and art into the history curriculum. If one of the group is teaching literature I might be able to find images for them to use in the class.
Comment by Katherine Bolman, PhD on October 12, 2010 at 7:49pm
Julianna I think the work I am doing might interest you. I am creating a course in the history of art around the world ahaafoundation.org
It is intended to be open to everyone. I started with Prehistoric Art Around the wold instead of taking the usual History of Western Art. I would like teachers to take Marcy's approach after they have finished a micro lesson and I agree with Marcy's hands on approach!
Comment by julianna on August 17, 2010 at 5:16pm
Hi everyone--I'm a former high school/college English teacher, reading coach, and now professor of Eng. Ed. I had students write poetry when teaching and also used visual art (drawing, collage) as literature-response. Now I use digital tools (like digital storytelling) to teach literacy...I'm very interested in students having access to multimodal resources (old school ones or new digital ones) to help them express themselves in writing....
Comment by Elizabeth Peterson on August 10, 2010 at 1:58pm
Wow! Those are great ideas and I can see that you can really enrich your students' knowledge of Chengdu. Thank you for sharing!
Comment by Marcy Prager on August 4, 2010 at 6:37am
I believe in hands-on activities as a "formative assessment" that shows how children apply their knowledge. When we study aspects of countries' cultures, we almost always do an art project. For example, when we study Chengdu in China, we make panda dough figures and paint them. Then we create a fold-out book which tells "important information" written about pandas, one fact per page, written in English and in Mandarin. Each page has a water color picture that the children have drawn first in pencil, then added color. Both project make a nice display to represent their study of pandas living in the reserve in Chengdu. The picture is telling, isn't it?
 

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