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
Summary of Project
Inform teachers about project. Weekly visits by elementary and middle school technology instructors to work individually with teachers to demonstrate how to integrate digital media and technology into their instruction. One Saturday EMU teaching artist workshop with teachers and project staff.
Summer 2015 (Summer Institute)-
12 days (9-1 at Ann Visger library). Art-integration instructors will explain to teachers what the national arts standards are and how thinking like an artist benefits students to be motivated and achieve in reading and math. School ELA, math and art teachers will work together. They will experience art-integration rather than instruction that coexist with art. Art-integration instructors will walk teachers through Visual Thinking Strategies and then practice transferring that same level of thinking to reading text or math situations. They will walk teachers through art lessons in different media based on the national arts standards that connect to ELA or math Common Core Standards to experience critical/creative thinking offered to ELA and math lessons. Teachers will bring their lesson plans and re-envision their instruction to integrate the national arts standards, in order for students to think like an artist. Teachers will write an action plan for their fall instruction.
Weekly visits by technology instructors continue. Monthly visits (weekly taking turns through the month): literacy, cultural competency faculty, as well as art-integration and math methods instructors to work with teachers individually or in small groups. 10 Fridays lessons planned by art, ELA and math teachers, EMU literacy, technology, cultural competency faculty as well as art-integration and math instructors. Co-presented by teachers and teams of elementary (or middle school) ELA or math interns and art-integration elementary or middle school instructors. 2 Saturday artist workshops (9-3) One EMU teaching artists (in the morning) and one in the afternoon will show their art, talk through the thinking they do to brainstorm ideas, problem-solve to make art, and the kind of thinking they wish of the viewers of their art. The teaching artist will walk teachers through an art-creating project using his/her media to experience this process. Then there will be a discussion in small groups (ELA or math, elementary or middle school) by ELA, math, and art teachers, teaching artists, art-integration and math instructors, as well as literacy, cultural competency, and technology instructors. They will discuss how to integrate the national arts standards into the ELA and math instruction and how to assess it. Repeat in years 2, 3, & 4 (in winters 2016-2018, there will be 10 Friday lessons in fall and 10 in winter-spring terms).