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  • >>John: We've got to find a way to reach all kids, every kid no matter what.

  • And the arts do that.

  • They give us ways to engage kids, to get them involved,

  • to have them be part of what we want them to be a part of,

  • which is learning the curriculum.

  • >>Diane: I got here during the summer and I had 18 letters of resignation

  • on my desk from teachers, out of 45.

  • That was really scary.

  • And then the discipline on the first day was shocking.

  • I'd never seen kids that disengaged before.

  • >>Diane: After really fighting hard to stabilize Bates Middle School

  • for the first three years, it became obvious

  • that we needed a whole-school reform effort.

  • >>Pat: Because we are an arts- integration school, every teacher is

  • expected to use arts integration in their classrooms, in some shape

  • or form, in every content area.

  • >>Pat: The idea behind arts integration is

  • that you learn the content area through the art so it sort

  • of opens a new door to understanding.

  • >>John: One of the things that the arts do is they provide different

  • strategies and different skills that go across all curriculum:

  • collaboration, problem-solving skills.

  • You have to figure out what will work,

  • And you have to work through it.

  • And sometimes you fail and you gain from failure.

  • I mean, that's the best thing about the arts.

  • You don't have to be perfect all the time.

  • We need to teach kids that you learn through failure.

  • Take that risk.

  • You take a risk, you're successful, that's a life-long skill for kids.

  • >>Stacey: We're going to start off with some artful thinking.

  • I'm going to show you another image from the Ars Ad Astra project,

  • the art gallery that went to the Mir Space Station.

  • >>Pat: Artful thinking is an approach to teaching visual arts

  • through a series of routines, and each routine has a set of questions

  • that the teacher asks about a piece of art and they're designed

  • around critical-thinking skills.

  • What they're doing is showing a piece of art and asking kids to look

  • at it carefully and to make some assumptions about it.

  • >>Stacey: This will be a routine for imagining and observing.

  • Please take a moment to look at the painting.

  • Choose beginning, middle, or end.

  • If this artwork is in the beginning of the story what might happen next?

  • And if this artwork is at the end of the story, what was the story about?

  • >>Student: I chose the beginning,

  • I said "An international space corporation wanted to send a new kind

  • of space probe to each planet of our solar system to study life.

  • And the space probes hold a new kind of animal scientifically made."

  • >>Stacey: Typically they spend ten seconds looking at a piece.

  • This encourages them to really observe every portion

  • of that painting or artwork, and then it allows their thinking

  • to be visible.

  • >>Pat: We ask ourselves, where are the kids struggling?

  • We want to then target that standard, because we want

  • to approach it through art integration

  • to find another way to reach them.

  • >>Stacey: Maddie, read the learning goal for us nice and loud.

  • >>Maddie: I will understand and demonstrate rotation and revolution

  • by choreographing a dance.

  • >>Stacey: Thank you very much...

  • >>Stacey: Today you kids are dancing.

  • >>Stacey: I wanted my kids to understand rotation and revolution,

  • they frequently mix them up.

  • >>Stacey: You will choose a movement from your choreography today

  • and you will tell me how your movement represents rotation

  • or revolution.

  • >>Stacey: So I decided to make two dance groups.

  • >>Caleb: If I was doing the learning out of a textbook, it wouldn't stick

  • with me, because I'm a visual learner.

  • I'm an active learner, so by doing exciting things,

  • creative things, it sparks my interest, so then my mind,

  • it keeps on my mind -- oh remember when you did this?

  • Remember when you did that?

  • When we have our unit test then I can know the characteristics

  • of the different planets.

  • >>Stacey: These are all the movements I want

  • to see included in your choreography.

  • I'm going to give you two okay?

  • >>Student: Alec is the sun and like you get in the middle and we all get

  • in a circle at the very beginning.

  • >>Student: Everyone who is an expert of each planet,

  • we each go around at however fast the planet goes.

  • >>Student: Boom, Boom, Boom, Boom, Boom, Boom!

  • >>Pat: We've seen a huge difference in the kinds of questions

  • that kids are answering and the kinds of questions teachers are asking

  • because when they use the art to ask these critical-thinking questions,

  • the kids are using skills that they didn't know they had.

  • >>Diane: Over the last five years we've made significant gains

  • in all of our student groups.

  • For instance, our English-language learners have increased their student

  • achievement in math and in reading by almost 30 percent.

  • Our Special Ed scores are jumping higher than we could have even hoped,

  • and we're developing a body of research data that show

  • that arts integration can help struggling students learn

  • those standards.

  • >>John: To see parents that never came into a school to all

  • of a sudden be there, to come in and say "Thank you, my son is engaged

  • where he never was before."

  • >>John: I saw what it did for kids and it's changed my career.

  • I mean they say arts are transformative, it transformed me.

>>John: We've got to find a way to reach all kids, every kid no matter what.

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Arts Integration for Deeper Learning in Middle School

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    Why Why posted on 2013/03/29
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