Integrating+Arts

|| || ||
 * movement
 * theater

|| || visual arts standards pdf
 * visual arts

introducing your child to the arts

see think wonder

remixed masterpiece ||
 * =Types and Stages of Audiation=

Types of Audiation
The types of audiation are not hierarchial. Some of the types, however, serve as readinesses for others. || Type 1 || Listening to || familiar or unfamiliar music ||
 * Type 2 || Reading || familiar or unfamiliar music ||
 * Type 3 || Writing || familiar or unfamiliar music from dictation ||
 * Type 4 || Recalling and performing || familiar music from memory ||
 * Type 5 || Recalling and writing || familiar music from memory ||
 * Type 6 || Creating and improvising || unfamiliar music ||
 * Type 7 || Creating and improvising || unfamiliar music while reading ||
 * Type 8 || Creating and improvising || unfamiliar music while writing ||

Stages of Audiation
As theorized, the six stages of audiation are hierarchial–one stage serves as a readiness for the next. The table below outlines the stages of audiation as they occur in Type 1 of audiation (listening to familiar and unfamiliar tonal patterns and rhythm patterns in familiar and unfamiliar music). recognizing and identifying a tonal center and macrobeats || patterns that we have organized || audiation- the foundation for music 'developing: ||
 * Stage 1 ||  || Momentary retention ||
 * Stage 2 ||  || Initiating and audiating tonal patterns and rhythm patterns AND
 * Stage 3 ||  || Establishing objective or subjective tonality and meter ||
 * Stage 4 ||  || Consciously retaining in audiation tonal patterns and rhythm
 * Stage 5 ||  || Consciously recalling patterns organized and audiated in other pieces of music ||
 * Stage 6 ||  || Conscious prediction of patterns ||
 * [[image:kids singing.jpg width="129" height="136" link="@http://www.classicsforkids.com/"]] || Gordon Music Learning
 * video ||  || [[image:kids video_btn.gif width="142" height="89"]] ||
 * poetry ||  || [[image:kids poetry.gif width="160" height="101"]] ||
 * tableau ||  || [[image:tableau.jpg width="180" height="99"]] ||

Flash Mob District Video of Flash Mob

http://www.cas.udel.edu/dti/Documents/DTI%20-%20Learning%20Map.pdf http://vnthomas1.blogspot.com/2009/06/sparks-of-genius-13-thinking-tools-of.html
 * beaufort sc || @http://lies.beaufortsc.schoolfusion.us/modules/cms/pages.phtml?pageid=176260 ||
 * arts everyday || @http://teachart.msu.edu/pila/ ||
 * arts edge || @http://artsedge.kennedy-center.org/educators.aspx ||
 * teach art || @http://teachart.msu.edu/pila/ ||
 * scholastic || @http://www.scholastic.com/teachers/collection/strategies-arts-integration ||
 * syllabus || [[file:syllabusDTIarts1.doc]] ||
 * Brain Dance video || vimeo ||
 * Brain Dance Description || [[file:AnneGilbert-BYUBrainDance.doc]]

What are the benefits? ||
 * More Brain Dance info || [[file:BrainDance_HandoutGoetz.pdf]] ||
 * BibMe || Search ||
 * Univ of CA Journal- medical

journal || journal  || moderate to vigorous physical activity || || staying in one place || || **The Delaware Teachers Institute in New Castle County** **Transformative Experiences – Engaging Students through Arts Integration**
 * ERIC search || ERIC ||
 * ERIC2 search || ERIC2 ||
 * model prospectus || model ||
 * curriculum map || curriculum map ||
 * Dave's West || [[file:DTI - West.docx]] ||
 * Dave's Islam Guide || Open Sesame ||
 * Dave's Islam Unit || Open Sesame unit ||
 * Movement vocab:
 * Movement vocab:
 * Common Teaching cues || [[file:Common Teacher Cues.doc]] ||
 * Expressive Feeling Words || [[file:Expressive Feeling Words.doc]] ||
 * How can you move in any size space || [[file:How can you move in any size space.doc]] ||
 * annotated bibliography || bibme ||
 * ask a techteacher || techteacher ||
 * video on movement || @https://www.teachingchannel.org/videos/elementary-school-dance-curriculum ||
 * 13 thinking tools || @http://vnthomas1.blogspot.com/2009/06/sparks-of-genius-13-thinking-tools-of.html ||
 * Common Core and the Arts || [[file:Common Core and Arts.pdf]] ||
 * Why Arts Improves Memory Retention || [[file:Why Arts Integration Improves Long-Term Retention of Content .pdf]] ||
 * Arts and the Common Core || [[file:Arts and Common Core - final report1.pdf]] ||
 * DTI units || http://www.cas.udel.edu/dti/curriculum-units/Pages/cu2012_volume01.aspx ||
 * Nancy's unit || @http://www.cas.udel.edu/dti/curriculum-units/Documents/curriculum/units/2012/02/12.02.06.pdf ||
 * Artful Thinking site || artful thinking ||
 * CCSS and Arts || CCSS and arts ||

Professor Lynnette Young Overby, Ph.D. Department of Theatre Faculty Director, Undergraduate Research & Experiential Learning 180 S. College Ave. University of Delaware Newark, DE 19716 302-831-7064 EMAIL: overbyl@udel.edu Fax: 302-831-3698 Suggested text books: Interdisciplinary Learning through Dance: 101 MOVEntures, by Lynnette Young Overby, Beth Post, and Diane Newman. Creative Drama in the Classroom and Beyond, by Nellie McCaslin

**__Seminar Products:__**

1. Completing an Annotated Bibliography (APA Format) Choose 10 – 12 resources to examine for usability and application in your teaching. These resources can include various printed matter, curriculum kits, recorded material, videotapes, local arts contacts (people resources), and children’s fiction about the arts. 2. Creating an arts integrated curriculum 3. Journaling/reflecting about teaching experiences

Format: journal of teaching experiences 1.1 Heading – Type of class 1.2 Sequence of events – Description of procedures 1.3 Elaboration of one or two significant episodes – What interesting event occurred? Was there a discipline problem? Did you reach a child through the arts who was difficult to reach in more traditional ways? 1.4 Analysis – What did you learn from this experience? What will you do to follow-up? What will you do differently next time?

**__Seminar Meetings__**

September 10 - Review creative movement Integrating dance and writing using the 13 Tools for creative thinking



Check back early in each week to find out how to truly integrate these tools into your everyday thinking! For now, here are short summaries of thow can help you to become a more creative thinker! Do you sometimes have trouble accessing your creative side? What do you do to transform the problem into an opportunity to create? I love to get your comments. Dialogue is yet another way of inspiring creativity!
 * **Observing** is to watch something carefully. It is important to do because you increase your knowledge and awareness . It keeps you safe. You develop your ability to describe, reflect and remember.
 * **Imaging** is to form a mental image of something that is not present. it is important for you to do because it helps provide meaning to what you experience and greater understanding to what you learn. Your imagination helps you to create something that never existed before!
 * **Abstracting** is to simplify what you see to a few important lines, shapes or colors, words or symbols. it is important to do because you remove non essential information so you can see what is really important about something.
 * **Recognizing patterns** is to organize random events around us that we see hear and feel, by grouping them.
 * **Making patterns** is done by combining an element or operation with another in a consistent way.
 * **Making analogies** is to discover connections between things that seem very different.
 * **Body thinking** occurs when you are aware of how you feel and where your bod is in space. Many times your body senses things physically before you intellectually become aware of it.
 * **Feeling empathy** means to see the world through others eyes and understand hoe they feel.
 * **Thinking in dimensions i**s to understand that you can see things in 2d or 3d; that you can change the scale or proportions of things.
 * **Modeling** is to make things smaller (like a building) or larger (like dna) in order to understand it better.
 * **Playing** is to do something just for fun. it is important because you can try things out without worrying ; to make your own rules; to change how you usually think.
 * **Transforming** means to change a concept by looking at it from one form into another.
 * **Synthesizing** is a way of thinking that combines different ways or understanding, such as using the senses, memories, scientific knowledge together in a unified way. This creates an awareness of the many connections ,helping you to understand i more deeply because you can experience it in so many different ways.

September 24 - Drama skills – Drama in education

Drama as a teaching tool Integrated projects Drama-in-education Theater-in-education Pantomime and tableau Basic characteristics of tableau Basic qualities of good pantomime

October 1 - Drama Skills – Improvisation, story telling Characterization Improvisation Sensory games Improvisation based on situations Improvisations suggested by adults Improvisations from costumes Improvisations from characters

Building plays from stories and poems Presentation of the story Organization of the material Improvisation Evaluation Replaying

October 8 - Drama and visual arts skills - Puppetry and masks The puppet show Choral reading Poetry with pantomime, improvisation, and movement

October 15 - Music skills – Music Integrated Lessons Rhythmic Composition – Terms and symbols of music notation Composition (Rondo) and curricular content

October 22 - Music skills and sharing curriculum unit ideas Learning from Lyrics Discuss curriculum unit

October 29 – No seminar meeting – developing first draft

November 5 – Drafts submitted the 5th of November

November 12 - Sharing curriculum

November 18 – 22 Individual conferences about first draft of curriculum unit

December 3 – Last seminar meeting – From interdisciplinary to transdisciplinary learning

December 13 –Second draft of curriculum unit

January 17 – Final draft of curriculum unit

[]
 * Annotated Bibliography**: Please visit the following link to see sample annotated bibliographies:

Annotated Bibliography Bergmann, S. (1995). Creative dance in the education curriculum: Justifying the unambiguous. //Canadian Journal of Education//, //20//, 156-165. Bergmann’s article discusses how often creative dance is viewed as art, movement, therapy, and a tool for integration, but should ultimately be considered a legitimate art form in and of itself in the world of general education. She defines creative dance as a specific form of dance usually taught in elementary schools because extensive training is not required. Bergmann argues that dance possesses the same aesthetic qualities of the other arts (balance, contrast, symmetry, harmony, etc.), and therefore gives it reason to be included in the education curriculum just as the other aesthetic arts are. She details four necessary steps in order for children to gain the most out of creative dance as an arts experience: 1) teachers should acknowledge dance as a type of art for children, 2) teachers should be able to relate dance to the other arts and to the basic curriculum, 3) teachers need to approach creative dance as arts educators and not simply movement educators, and 4) teachers must be ready to face obstacles of involving aesthetic qualities into their lessons. This article helped me to understand the relation of creative dance to the other art forms, and its importance to be taken seriously as a legitimate art in schools.

**Suggested Lesson Plan Format** 1.0 Title: 2.0 Grade Level: 3.0 Time: 4.0 Materials: 5.0 Standards and Benchmarks - include Delaware Standards and Benchmarks

6.0 .Learning Objectives 7.0Activities What amount of time will be necessary? Where will this take place? What special preparations will be needed? Describe the progression or sequence of activity. Describe the questions that you will ask your learners. 8.0 Student-Based Assessment Reflect on the ways and means to draw feedback from students about their experiences during the activities. Examples include: rubrics, journal entries, interview or discussion samplings, artistic interpretations or creative quizzes or exams. 9.0 Teacher Reflection: Reflect on the following: Were the objectives accomplished? Were the students positively engaged in learning most of the time? Describe your goals for improving this lesson 10.0 Resources: cite books, websites, in class activities, etc.
 * 1) i. Psychomotor/Behavioral Domain: What specific behavioral competencies or skills are you seeking to develop in learners (i.e. specific to creative dance, drama or music)? List the elements of creative dance/drama/music used in your activity.
 * 2) ii. Cognitive Domain: What inquiry or investigative competencies are you attempting to develop in learners? (Knowledge, Definitions,)
 * 3) iii. Affective Domain: What attitudinal, value, and behavioral shifts are you encouraging for your learners? (cooperation, self confidence, enjoyment)

**__Interdisciplinary Lesson Template__** **Planning Template**:

Select and Describe Subject Content Connect Curricular Concepts to Dance Concepts

Dance Concepts Concept: Concept: Concept:

Body Shapes) ||  ||   ||   ||
 * Space (Location, levels, Directions, Pathways) ||  ||   ||   ||
 * Time (Slow, Medium. Fast, Patterns) ||  ||   ||   ||
 * Force (Energy, Weight, Flow) ||  ||   ||   ||
 * Body Movement (Locomotor, Nonlocomotor

**Interdisciplinary Lesson Template**

Title: Grade: Length:

__Standards and Benchmarks__

Curricular Content:

Arts Content:

__Objectives__: The students will:

-Cognitive

- Affective

- Psychomotor/Behavioral

__Materials__

__Introduction__ (to students)

__Activities__ 1. Introductory activity

2.Exploration activity

3. Culminating activity (dance story, dance poetry, or, puppetry, improvisation, pantomime, etc.)

__Student Based Assessment__ (Evaluation of student learning)

__Teacher Reflection__ (assessment of teaching skills)

__Resources__



Classroom Application:

Langsten Hughes: Have you ever have a time when you wished for something? What happens to a dream deferred? suggest movement to help express words Write poem on the board, each line will have space to write the movement,
 * || Times we used it in class ||
 * zombies || / ||
 * water cycle || / ||
 * 16 counts || / ||
 * mirroring ||  ||
 * 8 locomotor ||  ||
 * alliteration ||  ||
 * interpret poems, stories,etc. || // ||
 * charades ||  ||
 * act out stories || / ||

Share through performance: children perform for each other
 * || Types of movements ||
 * soft ||  ||
 * sharp ||  ||
 * shrinking ||  ||
 * growing ||  ||
 * circular ||  ||
 * smooth ||  ||
 * reaching ||  ||
 * explode ||  ||

Water Cycle poster: displayed

Base of Positions and fractions
 * || loco-motor movements || level || speed || force: smooth or sharp ||
 * stream || flowing || low || slow-med || smooth ||
 * condensation || cloud shapes: partners form a shape || high || slow || smooth, free ||
 * evaporation || move fast towards other || med || fast || close, fast ||
 * precipitation || droplets of rain clinging to plant leaves || high-low || fast || sharp ||

5,4,3,2,1 Blast-off Single then with partners