Welcome To

Integrating Curriculum and

Instruction with the Arts for

the Developing Child

ECE 532 – Summer III

Dr. Cynthia Ferraro

Monday 4:45 to 8:45

Introductions - “Two Truths and a Dream Wish”

Icebreaker Bingo

What are the Arts?

Syllabus, Blackboard Learn, Weebly, and Canva

Assignments due for Monday, July 20, 2020

Video

Video Assignment and Artifact Bag for Next Week’s Class

BIO POEM

Include 11 lines and follow this pattern:

Line 1: Your first name

Line 2: Four adjectives / words that describe your character

Line 3: Brother or sister of...

Line 4: Lover of...(three ideas or people)

Line 5: Who feels...(three ideas)

Line 6: Who needs...(three ideas)

Line 7: Who gives...(three ideas)

Line 8: Who fears...(three ideas)

Line 9: Who would like to see...

Line 10: Resident of

Line 11: Your last name

Cindy

Intense, playful, good-natured, helpful

Sister of Martin – and, Mother of Martin and John

Lover of justice, reading, and teaching

Who feels anxious and excited on the first days of school,

outraged when people bully others, elated when children are kind

to one another

Who needs peace and quiet at the end of a long day, to say “I

love you” every morning before work and school, to make the

beds before we’re off and running each and every day

Who gives encouragement to all students, kindness to everyone,

many hugs to Martin and John

Who fears being alone at night, very large dogs when taking

walks, scary movies

Who would like to see all of you receive an A in this course,

worldwide peace, only cheerful people

Resident of Newtown Square, PA

Ferraro

ATIONS – BY SHEL SILVERSTEIN

If we meet and I say, "Hi,"

That's a salutation.

If you ask me how I feel,

That's consideration.

If we stop and talk awhile,

That's a conversation.

If we understand each other,

That's communication.

If we argue, scream and fight,

That's an altercation.

If later we apologize,

That's reconciliation.

If we help each other home,

That's cooperation.

And all these ations added up

Make civilization.

(And if I say this is a wonderful poem,

Is that exaggeration?)

https://www.eslprintables.com/reading_wor

ksheets/poems/SHEL_SILVERSTEIN_ATI

ONS_POEM__769709/

ICEBREAKER BINGO

Likes to work in groups

Is a good storyteller

Draws pictures a lot

Loves the outdoors

Plays on a sports team

Likes to play chess or

checkers

Keeps a diary or journal

Loves to play computer

games

Is a good speller

Reads a lot

Listens to music every

day

Can sing or hum a tune

after listening to it once

FREE SPACE

Is a leader

Likes to work or play alone

Likes doing puzzles

Loves word games and

riddles

Is a good artist

Has a hard time sitting

still

Likes to take things apart and put them

together again

Hums while working or

playing

Belongs to a club

Likes to study, bugs,

plants, and animals

Wants to know how

things work

Likes to do things on their own

Howard Gardner’s Multiple Intelligences:

Connections to

Integrating Curriculum and Instruction with the Arts for

the Developing Child

Once Upon A Time:

Howard Gardner

https://www.youtube.com/

watch?v=H1J2fzzYWic

Multiple Intelligences:

IT’S NOT HOW SMART YOU ARE – IT’S HOW YOU ARE

SMART!

*Learning Styles and Multiple Intelligences*

• Learning styles research is predominantly used to understand learning preferences that students use to receive and/or process information. Obviously, the ideal is to create instruction that will address all three learning styles: Visual, Auditory, and Kinesthetic.

• Howard Gardner's Theory of Multiple Intelligences has received an overwhelming response from educators. Gardner offers seven different ways to demonstrate intellectual ability and has recently added an eighth intelligence. Understanding how students demonstrate their intellectual capacity is an important factor in designing instruction that will meet the specific learning needs of students who may be dominant in one or several intelligence as opposed to other forms of intelligence.

Multiple Intelligences

SMARTY PANTS

We have an achievement gap partly because we have an arts gap

among the haves and the have not children.

(Annenberg Institute for School Reform, 2003)

Why has arts integration become a focus of school reform?

Relationship between education and the arts is complex and there is a long

history

Johann Comenius (1592- 1670) argued that “things, not words…change

school from prison to a scholae ludus (play site), where curiosity is aroused

and satisfied.”

He urged teachers to “Stop Beatings” – thus, to reduce rote memorization

and engage the child’s interest through music and games and through

handling objects, through posing problems (project learning) and stirring

imagination by dramatic accounts of the big world.

Four hundred years later we thankfully have stopped the beatings.

The most recent National Assessment of Education Progress, a

congressionally mandated standardized test, released new findings that

show the reading skills of high school students aren’t improving. Scores

are flat. Two thirds of American adolescents read at or below grade level.

We have to do more than stop the beatings. Some schools are. An

increasing number of schools are becoming Comenius schools – without

even knowing it.

Now numbering in the hundreds, these “arts-based” schools are popping

up in every state and in Canada, Australia, and the United Kingdom.

Arts integration is part of a broad-based revival of interest in whole child

learning translating into long-term differences in children’s personal,

emotional, and cognitive growth.

. . .

. . .

. . .

Arts integration goes beyond using art, singing, and drama for self-

expression.

The arts contribute to an overall cultured of excellence in schools.

The arts are vital communication vehicles that connect students to one

another and give them an understanding of their creative ancestry.

The arts provide a ready way to perceive new relationships, to notice

patterns and connect ideas across school subjects.

Works of art and artistic thinking link social studies, mathematics, science,

and geography “opening lines of inquiry, revealing that art, like life, is lived in

a complex world not easily defined in discrete subjects.

The arts is said to focus on what American Education is supposed to do:

(1) cause students to think at higher levels; (2) respect diverse perspectives

and cultures; (3) to be motivated to do excellent work; (4) to take risks and

persevere against the odds; (5) to value democratic ideas; (6) and to

continue learning throughout life.

Paul Torrance, 1973

The Arts in Every Classroom: K-5 - Annenberg Media#

Arts integration: putting the A into STEAM curriculum: Melanie

Skankey at TEDxSUU -

https://www.youtube.com/watch?v=T70fZeyMulw

After watching this, your brain will not be the same | Lara

Boyd | TEDxVancouver

https://www.youtube.com/watch?v=LNHBMFCzznE

https://www.youtube.com/watch?v=weBTtaMqpHM

1. PLEASE BE PREPARED WITH AN ARTIFACT BAG FOR NEXT WEEK’S CLASS. YOUR

ARTIFACT BAG SHOULD BE IN THE FORM OF A BROWN PAPER LUNCH BAG DECORATED

WITHOUT YOUR NAME APPEARING ON THE BAG AND / OR INSIDE THE BAG. INSIDE THE

BAG SHOULD CONTAIN 5-7 (OR MORE) ITEMS THAT DISPLAY YOUR INTERESTS,

HOBBIES, ETC. ARTIFACT BAGS MAY INCLUDE PERSONAL ITEMS THAT FOCUS ON

TRAVEL, FOOD, ENTERTAINMENT, ETC. DO NOT INCLUDE ITEMS THAT IDENTIFY WHO

YOU ARE (I.E. NO PERSONAL PHOTOGRAPHS THAT INCLUDE YOU IN THE

PICTURE). THE GOAL IS FOR US TO LEARN ABOUT YOU AND DISCOVER WHO THE

ARTIFACT BAGS MAY BELONG TO BASED ON WHAT IS INSIDE EACH AND EVERY

ARTIFACT BAG. THUS, WE WILL ATTEMPT TO GUESS WHO YOU ARE THROUGH AN

INVESTIGATION OF EACH ARTIFACT BAG.

2. Select one video from the following website, Tch-Teaching Channel, that captures your

interest as per The Arts. Be prepared to share the website with the class.

https://learn.teachingchannel.com/videos

References

Annenberg Media, Learner.org., http://www.learner.org/index.html

Cornete, C.E. (2007). Creating meaning Through Literature and the Arts: An Integration Resource for Classroom Teachers (Third Edition). Upper Saddle River, New Jersey: Pearson / Merrill Prentice Hall.