Summary of Arts Integration Project
The following section provides an outline of how a partnership between River Rouge ELA, math, art teachers, as well as art-integration and math method methods instructors, EMU literacy, technology, cultural competency, teaching artist faculty, and teams of ELA or math elementary and middle school interns will form a learning community...Read More
River Rouge borders the Southwest of Detroit. The town’s population has decreased from 11,326 in 1990 to 7,903 in 2010 according the U.S. Census. Both the loss of business and individual jobs have contributed to the city’s dwindling population... Read More
The likely utility of the products (such as information, materials, processes, or techniques) that will result from the proposed project, including the potential for their being used effectively in a variety of other settings...Read More
Researchers have found that sustained partnerships and professional development opportunities allow teachers to become comfortable making natural connections in the curriculum and turning routine activities into deep knowledge for learners... Read More
High Quality Professional Development
In this section, research-based studies in semiotics, Visual Thinking Strategies, and Habits of the Mind disposition mapping across core curriculum will be discussed. Then, professional development strategies to integrate the national arts standards into ELA and math including the use of technology... Read More
This project will use semiotics as a theoretical framework. Semiotics is a study of how meanings get communicated... Read More
Visual Thinking Strategies
Visual Thinking Strategies (VTS) is a method initiated by teacher-facilitated discussions of art images and documented to have a positive effect on both teachers and students... Read More
Habits of the Mind
The Studio Habits of Mind framework (ShoM) (Hetland, Winner, Veneema, & Sheridan, 2013) delineates eight habits of mind employed in art practice and encourages learners to recognize their thinking behavior as they make art... Read More
Through this project, a variety of curriculum and instructional products as well as the artifacts of student learning will be created documenting “what works,” that can be used effectively by educators in other settings. These materials will appear on the project’s website. It will include lesson plans, summer institute/Saturday workshops materials and podcasts, teacher and students sketchbooks, digital media how-to tab, action research plans, lesson plans and assessments, student work gallery, links to journal, ERIC, and conference articles, as well as project blog, evaluation and sustainability plans. These products have high potential for effective replication in diverse settings because together they illustrate in detail program planning, implementation, and evaluation. The proposed project’s website will include the following:
- High-quality, innovative lesson plans that integrate the national arts standards with Common Core ELA and math standards for grades K-8, with 21st Century Skills. Each lesson will be co-designed by art, ELA or math teachers, as well as project staff. These lesson plans will be revised for maximum effectiveness after implementation.
- A digital media how-to tab constructed by the project’s elementary and middle school technology instructors will offer educators step-by-step instructions on how to use digital media arts to facilitate deep learning.
- Summer art-integration institute and Saturday teaching artist workshops instructional information, take aways and podcasts will be posted on the project’s website.
- Action research plans and assessments by participating ELA, math, and art teachers (working with art-integration instructors) will be designed for each lesson. Other teachers may use them when replicating lessons, or to learn more about developing their own assessments. These assessments will be aligned with the 21st Century Framework, national arts standards, as well as ELA and math Common Core Standards. Documentation of student work will display their learning and growth. This will include student writing, visual art, alongside curricular rubrics used to assess student learning.
- Student artifacts will be shared on the project’s website in a student work gallery as well as on platforms such as Artsonia and YouTube.
- Sample pages from teachers’ and students’ sketchbooks will be posted on the project’s website. These will become an audit trail of art learning and offer an opportunity for reflection about growth (Vasquez, 2004).
- The project’s evaluation report will provide a summary of the project’s outcomes, evaluation procedures, and assessment tools, and will include data collection tools such as surveys, focus groups formats, observation instruments, and student assessment rubrics. This report will provide useful information on program delivery as well as evaluation procedures for use in other settings.
- Journal and ERIC publications links will appear in the project’s website. Manuscripts will be written jointly by faculty, teachers, art-integration and math methods instructors, teaching artists, and interns. Journal articles will be submitted to art, literacy, math, and technology journals.
- Papers presented at national and state arts, literacy, math, and technology education and research conferences will be posted in the project’s website.
- On-line community blog and common Facebook page for participating educators to enable sharing of curriculum, best practices and digital portfolios. At the end of the project period, exemplars from the online community will be made available online globally; so that other educators may benefit.
- Sustainability plan for the proposed project will offer a valuable model for building the capacity of low-performing schools for dissemination to include teachers and administrators, educational policy makers, as well as arts educators.