Whether you're an experienced arts educator, or a teacher looking for ways to bring life to your curriculum through visual arts, music, drama and dance, this group will provide a place to meet, share, and imagine!

Arts Integration!

Gale Sheaffer

I believe this group needs a new name to stand along side STEM and Technology Integration!

ARTS INTEGRATION!

Gale Sheaffer

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Arts Integration Specialist

What a fantastic group!

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What a fantastic group! Let's keep the ball rolling in this by maybe providing some more great lesson plans. I think part of the struggle with AI is creating/obtaining lesson plans that really work well and create those aha moments. Does anyone have some they'd like to share? I have a few up over on my website (http://educationcloset.com) that are free if you'd like to gather some resources. But I'd love to hear what others are doing.

Marketing & Outreach Director, Arts Integration Solutions

Arts Integration training and professional development

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Opening Minds through the Arts (OMA) Foundation offers both 2-day and 4-day Arts Integration training sessions throughout the year, with local universities offering graduate credit. We have one session in Denver on Feb. 25-26th that still has spots available. We hold our Arts Integration Academy in several spots around the country over the summer. You can find out more about the OMA Model and our professional development at www.omamodel.org. Arts Integration builds brains!

Watch OMA in the classroom via this fantastic Edutopia video: http://omamodel.org/edutopia-email

Director of Theatre Education at Southern Oregon State University

No conflict between art and arts integration

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I do not see a conflict between arts and arts integration. Integration is simply using artistic skills to communicate non-artistic content. My own feeling is that integration is an excellent way to provide young students content in the very ways they already learn about the world. I teach creative dramatics and have recently led a workshop with a visual arts teacher. We did different activities, but both provided excellent content area instruction through art. It is also important to use art integration to allow students to grow thinking in a flexible manner. If art is integrated in multiple disciplines (music, visual arts, dance and drama) then students can also pursue artistic training in a more direct manner. But they are really two different thing.

art integration

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I use several integrative opportunities in my classroom and curriculum development. Our music and instrumental music instructors and I have just completed a unit on music/design with the opening of the Musical Instrument Museum in North Phoenix, AZ. Students have designed musical instruments in design class, and filmed visual infomercials in drama/music class. The overlap of topic and classes is clearly helping the students to produce more in-depth work. As a visual arts/visual literacy instructor I integrate with core subject areas in all grades and utilize concepts and projects from other studies in explaining/discussions of what visual art is doing. We don't live in a vacuum, we can't teach in one.

Arts Integration Specialist

Arts Integration Online Course

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In case any of you are interested or know someone else who would be, EducationCloset.com is offering a 3-week online course on arts integration twice this summer. It covers what arts integration is, provides ways it can be used and the research supporting it, provides lesson plan examples and opportunities for writing them and then guides you through writing an implementation plan for your individual school. Plus, you end up with an online portfolio that you can take back with you. If you'd like more info, try this link: http://wp.me/P1felg-i3
This course has limited spots available, so if you'd like to register you might want to do so soon. I think it would help a lot of people on this forum to identify the differences and similarities between arts ed and arts integration and to recognize and utilize the value of both!

Education and Outreach - Arts for Social Change Director

Arts Ed and Integration

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I've always looked at it this way. Arts Education is what is done when the primary learning goal of the experience is a skill related to the science of whatever art form you are using and the secondary goal of the experience is to foster creativity and creative problem solving skills. Arts integration is when the primary learning goal of the experience is to teach another content area and the secondary goal is the creativity and creative problem solving. In both cases the tertiary goals might be to foster the next generation of artist and arts patron. I absolutely agree there is a place or integration dialogue separate from the content specific dialogue however since arts for some reason carry a fear level for traditional educators that requires the arts educator to be the mentor for arts integration experiences, keeping the conversation under the arts heading with a subheading of integration would also make sense.

Edutopia Consulting Online Editor

Edutopia Blog Post- Arts and Critical Thinking

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Howdy folks,

If you haven't had a chance to read this related post that just went up last week, Visual Art as Critical Thinking, I think you will find it very validating, and a great read!

Best,
Rebecca
Edutopia

Learning Specialist, Shaker Heights Ohio

I agree with you, Christine,

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I agree with you, Christine, that you do not have to be an artist to explore art with students. I liked your statement,"I view the world with artful thinking." I explore art with students because I can. It involves history, design, math, reading, social studies, etc. EVERYONE should participate in art activities because it is not finite. It promotes individuality and encourages self-expression. I have a multi-age class before school. We read about specific artists and then do extension activities. I am not officially trained as an art teacher, but my students are learning and enjoying the experience.

M.Ed Multicultural Ed & Creativity; Fine Arts & Tech integration advocate.

The Fine Arts in Education Facilitate Creativity & Innovation

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I find it to be astounding, considering the extensive supporting research, that integral role that the visual and performing arts must play in education continues to be disputed and dangerously underestimated. Research from Harvard Graduate school of education, Johns Hopkins Graduate school of education, UCLA Creativity & Neuroscience and from a plethora of other advanced research teams have concluded with undeniable evidence that when students are given skillful instruction of curricular standards and objectives "with" and "through" the fine arts, performance on (what I feel to be rather meaningless) standardized testing improves. More importantly, students enjoy their studies when they're taught in a school that delivers a comprehensive fine arts curriculum and therefore they learn with depth and breadth, attaining greater understanding and internalization of their studies. Such a comprehensive program cannot be completely described within the reasonable parameters of this comment. To give a cursory look at a strong program, I will say that it entails classroom teachers integrating and infusing their instruction, visiting teaching artists for artists in residencies, fine arts experiences brought to the school by local professionals, experiences external from the school and advanced student involvement in a chosen genre of the visual and / or performing arts. For the record, this is not unobtainable in public schools, providing you have administrative support. I've taught this program in elementary school, and the program still is in tact today- it is, in fact, why we've moved, as my oldest son, my 4th grader, is now privileged to be in the program.

The discussion of teaching the "whole child" must also be brought to light. The aforementioned research teams have concluded in their well-established, published research conclusions that children develop strong character traits that are essential to their success and fulfillment as adults in the 21st century. Perseverance, motivation, cultural perspective, creativity, ingenuity and innovative thought are among these vital traits. Social and emotional health, confidence and moral integrity are also shown to be substantially fostered in students who engage in integrated arts instruction and who also are involved in direct instruction of music, dance, drama and visual arts. The fine arts in education should not be disputed any longer. There are countless organizations advocating for the efforts to ensure that this research based understanding becomes commonly understood and that the fine arts in education become a sustained, expected instructional practice in our perpetually degenerating schools. The efficacy of arts integration and infusion and the necessity thereof is not in question among leading educational committees and progressive, research driven schools of education. Why then, does this issue continue to pervade the integrity of our public school system? It is not an issue of having enough money, folks. It is an issue of prioritization of already distributing funding. There is plenty of money. It simply needs to be used in a responsible manner.

I am working on a thorough blog post on this subject, so I will stop here. Please feel free to contact me should you seek more information, links, etc.

Director of Theatre Education at Southern Oregon State University

Heidi, All you say is often

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Heidi,
All you say is often noted at arts education conferences and is instinctively known by most teachers. The key problem is "bringing to light" these studies to voters, school boards and parents. For many this is a leap of faith. Our President Obama and his Sec of Ed. Arnie Duncan have not really put forward any additional programs or even mentioned teaching the whole child. So the question is, how do we talk to people who do not know this information without a backlash simply attacking teachers unions in order to maintain support for cutting school budgets?

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