Joseph Juliano Jr. is the director of fine arts for the Hamden Public Schools in Hamden, Connecticut, where he supervises programs in all the arts for grades K-12. For Programs 1-4, you may choose to explore the optional four-hour sessions of on-site activities and discussion that can significantly enhance your understanding of these programs. has been principal of Ridgeway School since 1999. is the music specialist at Solvang Elementary School in Solvang, California. The Arts In Every Classroom: A Video Library K-5. The Interstate New Teacher Assessment and Support Consortium (INTASC) Model Core Standards. Prior to joining the district staff, Adkisson was director of research and information for the Association for Supervision and Curriculum Development (ASCD) and served as manager of the Computer Alliance for the National School Boards Association. a process for curriculum design that can help you teach the arts and other subject areas, more effectively, and. Opportunity-to-Learn Standards for Arts Education. Use this Web site to learn more about the schools, teachers, and lessons in these programs. Two music specialists from arts–based schools demonstrate different approaches to serving diverse student populations. The consortium published the national standards in 1994 through a grant administered by the Music Educators National Conference. Angela Tillery has been a kindergarten teacher in Memphis city Schools since 1998. In theatre, artists create an imagined world about human beings; it is the role of the actor to lead the audience into this visual, aural, and oral world. Similarly, this breadth of background enables them to begin to understand the connections and relationships between music and other disciplines. He has taught as a visiting artist in several schools in Colorado. From 1997 to 2002, he directed the Transforming Education Through the Arts Challenge, a five-year national education reform initiative designed to link comprehensive arts education with national and local efforts to reform our nation’s schools. > SCEA’s multi-arts focus on comprehensive arts education and arts integration provides a dynamic approach to innovative professional development and education reform. … has been a documentary photographer for more than 30 years. A video library for K-5 classroom teachers and arts specialists; 14 half-hour video programs, library guide, and website. As an administrator, she founded the Professional Performing Arts School, a public middle/high school for students who demonstrate a serious desire to study for a career in the arts. is the dance specialist at Lusher Alternative Elementary and Middle Schools in New Orleans, Louisiana. They understand that the art of a culture is influenced by aesthetic ideas as well as by social, political, economic, and other factors. LPG has created several series for Annenberg Media, and also has produced award-winning programs for PBS, the Arts & Entertainment Network, and. Through dance education, students also can come to an understanding of their own culture and begin to respect dance as a part of the heritage of many cultures. In theatre, artists create an imagined world about human beings; it is the role of the actor to lead the audience into this visual, aural, and oral world. They learn to coordinate their hands and minds in explorations of the visual world. is the dance specialist at Lusher Alternative Elementary and Middle Schools in New Orleans, Louisiana. Composing and improvising provide students with unique insight into the form and structure of music and at the same time help them develop their creativity. Source, Dance Standards: This article/quote is reprinted from National Standards for Arts Education with permission of the National Dance Association, an association of the American Alliance for Health, Physical Education, Recreation and Dance. is the director of arts education for the Vancouver School District in Vancouver, Washington, which has been recognized by the President’s Committee on Arts and Humanities as one of nine districts in the nation with exemplary K-12 arts education. For example, you might distribute profiles of the featured schools or teachers that you can find on this Web site with each program. She previously was director of visual art at the Southeast Center for Education in the Arts. Developed by the Consortium of National Arts Education Associations, National Standards for Arts Education outlines basic arts learning outcomes integral to the comprehensive education of every American student from kindergarten to grade 12. PBS says, “A report by Americans for the Arts states that young people who participate regularly in the 3. The Arts in Every Classroom: A Workshop for Elementary School Teachers is an eight-part professional development workshop for K-5 teachers. Students learn to compare works in terms of the elements of space, time, and force or energy and to experience the similarities and differences between dance and other disciplines. Her teaching experience ranges from living and teaching on Indian reservations in Arizona and New Mexico to working in an inner-city school in Albuquerque, New Mexico. Her collaboration with a local Arlington theatre group and the school art and music staff has helped her make Virginia history especially exciting for her students. Teachers featured in these programs include specialists in dance, music, theatre, and visual art, as well as classroom teachers from kindergarten through fifth grade. Dancing and creating dances provide them with skills and knowledge necessary for all future learning in dance and give them a way to celebrate their humanity. He has more than 20 years of experience teaching and administering in higher education settings both in the United States and internationally. presents five half-hour programs that give in-depth looks at the work of outstanding arts specialist teachers in a variety of elementary school settings: “Expanding the Role of the Arts Specialist.”. a second-grade teacher at Ridgeway, has been teaching since the mid-1980s. Theatre, the imagined and enacted world of human beings, is one of the primary ways children learn about life — about actions and consequences, about customs and beliefs, about others and themselves. , based in Arlington, Virginia, helps educators, public interest organizations, and businesses communicate more effectively with their many publics. Students are encouraged to take more responsibility for the care, conditioning, and health of their bodies (both within and outside the dance class), thus learning that self-discipline is a prerequisite for achievement in dance. She has a background in fine arts, arts education, and business and is an accomplished visual artist who spent many years as a visual art specialist teacher. In each program, you can find ideas and activities you can take back to your own classroom, as well as insights into the planning and implementation process. Kaye Lavine, project director and series producer. Developed by the Consortium of National Arts Education Associations. From 1997 to 2002, he directed the Transforming Education Through the Arts Challenge, a five-year national education reform initiative designed to link comprehensive arts education with national and local efforts to reform our nation’s schools. to link to programs that meet your interests and needs. Teaching Music It is important that students listen to musical excerpts silently — for their own listening acuity as well as for the others around them. is a curriculum coordinator at Browns Mill Elementary School in Lithonia, Georgia. The Arts In Every Classroom: A Workshop for Elementary School Teachers. the arts into the classroom. Copyright © 1994 by MENC. Prior to joining the school district, Ellison taught fifth and sixth grades in Moreno Valley, California, and Moses Lake, Washington. The Arts in Every Classroom: A Video Library, K–5 was produced by Lavine Production Group in collaboration with KSA-Plus Communications and the Southeast Center for Education in the Arts. The music they perform or study often becomes an integral part of their personal musical repertoire. They then create a multi-arts performance piece that represents a journey story. Before taking this position, she was senior program officer with the Getty Grant Program, a subsidiary of the J. Paul Getty Trust, where she managed national programs designed to improve the quality and status of arts education in American public schools. When she started at Waverly, it was a relatively low-performing school with only 17 percent of the children reading at or above grade level. She specializes in diverse populations and developmentally appropriate practices. Developed by the Consortium of National Arts Education Associations, National Standards for Arts Education outlines basic arts learning outcomes integral to the comprehensive education of every American student from kindergarten to grade 12. Janice Adkisson has been principal of Drew Model School since 1999. A fourth–grade teacher and a museum educator in New Orleans collaborate to develop a unit of study with ties to language arts, social studies, and visual art. For instance, children use pretend play as a means of making sense of the world, they create situations to play out and assume roles, they interact with peers and arrange environments to bring their stories to life, and they direct one another to bring order to their drama and respond to one another’s dramas. They are intended to serve as a framework for the systemic reform of teacher preparation and professional development. The Inclusive Classroom: Arts Integration for Every Ability Sharp-Leadenhall school students’ introduction to guitar with YA Roster Artist Curtis Blues A rts integration is a valuable tool for reaching multiple learning styles across the curriculum and is linked to enhanced academic outcomes as well as positive social and emotional development for children. Copyright © 1994 by MENC. In kindergarten through fourth grade, the teacher will be actively involved in the students’ planning, playing, and evaluating, but students will be guided to develop group skills so more independence is possible. He also is on the steering committee of the Arts Education Partnership and is chair of the Interdisciplinary Committee of the Consortium of National Arts Education Associations. In making their own masks, students examine the concept of symmetry, study the vocabulary word for the day, and learn that masks are found in cultures throughout the world. The skills and knowledge acquired allow them to begin working independently and with a partner in creating and performing dances. The company provides a range of services including strategic communications planning, communications training, and Web and print materials development. Then you will watch the 60-minute program. Use this chart to link to programs that meet your interests and needs. Students are encouraged to take more responsibility for the care, conditioning, and health of their bodies (both within and outside the dance class), thus learning that self-discipline is a prerequisite for achievement in dance. Walter McKenzie is Drew’s instructional technology coordinator and a veteran classroom teacher of 14 years. Connie Usova has worked as a visual art teacher at Drew Model School since 1990. Practicing attentive audience behavior for their peers leads to describing movement elements and identifying expressive movement choices. for theatre, music, dance, and visual art are published on. Each Learner Team includes the school’s principal, an arts specialist teacher, and two classroom teachers. He received his bachelor’s degree in music education from Syracuse University in 1998. In the last two programs, the Learner Teams apply what they learned to their own classrooms. Continue your personal investigations and reflections in your daily activities. Experiences in perceiving and responding to dance expand students’ vocabularies, enhance their listening and viewing skills, and enable them to begin thinking critically about dance. He served on the writing committees for the National Standards for Arts Education and the Interstate New Teacher Assessment and Support Consortium (INTASC) Arts Education Standards for teachers. To help students in grades five to eight develop theatre literacy, it is important that they learn to see the created world of theatre through the eyes of the playwright, actor, designer, and director. In Denver, a teacher uses rhythm, color, movement, and hands–on projects to engage her class of fourth– and fifth–grade boys. The 14 video programs — filmed in elementary schools around the country — along with a print guide and companion website, serve as a professional development resource for K-5 teachers seeking new ideas for integrating the arts into the classroom. As a teacher, Cangialosi was trained by the Metropolitan Opera in its Writing Original Opera With Children series. Principal Kathleen Hurstell Riedlinger works closely with a Leadership Team of classroom and arts teachers as a long-term strategy to protect the school’s mission and commitment to arts-based learning. Two visual art specialist teachers use contrasting interpretations of the human face to explore inquiry–based instruction and various techniques in visual art. Through these efforts, students begin to understand the meaning and impact of the visual world in which they live. He has taught as a visiting artist in several schools in Colorado. As a result, they are ready to respond more thoughtfully to dance, perceive details of style and choreographic structure, and reflect upon what is communicated. Learner Team members and students examine the elements of the classic journey as identified by Joseph Campbell. The Arts in Every Classroom: A Workshop for Elementary School Teachers February 15, 2012 by Craig Mason Wow. The  summaries below apply to grades K–5, which are the focus of, The Arts In Every Classroom — Video Library Guide, A Workshop for Elementary School Teachers, Expanding the Role of the Arts Specialist, The Arts In Every Classroom: A Video Library K-5. Dance education can offer a positive, healthy alternative to the many destructive choices available to adolescents. Wayne Walters is principal of the Frick International Studies Academy in Pittsburgh, Pennsylvania. These eight workshop programs introduce key concepts about the arts and arts education. Anticipate how they might react to the program, and plan how you would answer possible questions. She has taught, danced, and choreographed in schools and professional dance companies in the United States and Europe. These standards assume that theatre education will start with and have a strong emphasis on improvisation, which is the basis of social pretend play. She previously was director of theatre at the Southeast Center for Education in the Arts and has provided professional development for elementary and secondary school teachers throughout the country. is the headmaster at Cliff Valley School, a private elementary school in Atlanta, Georgia. The Arts in Every Classroom: A Video Library, K-5. They need to become literate in the language of dance in order to use this natural facility as a means of communication and self-expression, and as a way of responding to the expression of others. The Interstate New Teacher Assessment and Support Consortium (INTASC) Model Core Standards. INTASC is a consortium of state education agencies, higher education institutions, and national educational organizations dedicated to reforming the education, licensing, and professional development of teachers. Interstate New Teacher Assessment and Support Consortium (INTASC) Model Standards for Teachers. The eight one-hour video programs show workshop leaders from the Southeast Center for Education in the Arts working with Learner Teams — teachers, principals, and arts specialists — from three elementary schools. The Learner Teams and students explore the nature of theatre, music, dance, and visual art as they consider their own definitions for each art form. Wrap up the session with an additional period of activities and discussion (for specific times, see the individual programs). includes programs grouped into four content categories that are intended to be viewed in sequence: introduces viewers to opinions and perspectives from a variety of educators and locations. (LPG), based in New York, New York, specializes in documentary films and television programs about education and the arts. He is the director of fine arts for the Hamden Public Schools in Hamden, Connecticut, where he supervises programs in all the arts for grades K–12. Exercises and activities reinforce practices learned in the previous program and prepare you for the next one. Check the list of general materials needed, such as flip charts, pens, and scratch paper. They are intended to serve as a framework for the systemic reform of teacher preparation and professional development. is an eight-part professional development workshop for K-5 teachers. A team of first– and second–grade teachers at Lusher Alternative Elementary School in New Orleans plans a year–end project that will let students show what they have learned in science, math, and English. The team considers a diverse agenda including the school’s annual Arts Celebration, increasing demand for enrollment from outside the school’s neighborhood, and strategies such as peer mentoring to orient new teachers to the school’s arts-based curriculum. The Arts in Basic Curriculum Project based at Winthrop University in Rock Hill, South Carolina, has devised “Arts Education Program Assessment Worksheets” based on exemplars from the. Stephanie Ellison has taught fourth grade at Drew Model Elementary School since 2000. The consortium published the national standards in 1994 through a grant administered by the Music Educators National Conference. In grades five to eight, students’ visual expressions become more individualistic and imaginative. Kim Wheetley, director of the Southeast Center for Education in the Arts, holds the UTC Lyndhurst Chair of Excellence in Art Education. When reflective learning exercises are displayed visually in the classroom, they become of benefit not only to those who share them but to every student in your class. He has taught and directed theatre at the elementary school, middle school, high school, and university levels. Their classes work together to create an original, multi-arts performance based on works of art with similar themes, Dance artist Caren Plummer, drummer Kojo Plummer, and poet Leonore Gordon work with first-grade teachers to plan and implement an African-themed learning strand. Principal Martha Rodriguez-Torres describes her role as “politician, social worker, parent, and police officer” and says that her primary responsibility is to “provide teachers the resources they need to fulfill the program.” Principal Sandra McGary-Ervin encourages use of the arts to achieve the school’s priority goal of literacy. Listening to, analyzing, and evaluating music are important building blocks of musical learning. She has more than 30 years of experience working with both regular and special-needs children of all ages. was published by the International Society for Technology in Education in May 2002. has taught kindergarten and preschool at Drew Model School since 1999. Arts Across the Curriculum. He has been a recipient of a Colorado Humanities and Arts grant, an NEA Collaborative Project grant, and a Colorado Council on the Arts Visual Artist fellowship. Scott Rosenow is the director of the Southeast Institute for Education in Theatre at the Southeast Center for Education in the Arts. Visual art specialist Mary Perkerson gives teachers hands-on instruction in painting techniques. Theatre, the imagined and enacted world of human beings, is one of the primary ways children learn about life — about actions and consequences, about customs and beliefs, about others and themselves. Located at the University of Tennessee at Chattanooga, SCEA is a think tank and laboratory for creative inquiry into teaching and learning. Each workshop session is approximately two hours, which includes one hour for viewing the program plus one hour of on-site preparation, discussion, and activities. To download program guides, readings, and handouts, use the Support Materials. 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