Drama and the Fine Arts Integrated into the Content Areas

1. Drama and the Fine Arts Integrated into the Content Areas By: Nick Weber Shelby McMahon Alex Sowa Rebecca Tieri Erin Grevy Michelle Green

2. Drama in Social Studies • Use of drama allowed students to learn from and evaluate their own work • Able to evaluate peer’s work • Excitement from students is seen by other students and in turn, they can become excited • Active participation from students, Provide feedback to classmates • Observable events, recreation of events • Authentic assessment in which students are creating and performing • Problem-solvingaspect to incorporating drama • May motivate students to find additional resources on the topic • Used to connect with the past, Share feelings with the characters • Significance of historical events, commonality of experiences across cultures and time, repeated patterns, similarity of concerns of people around the world

3. Visual Arts In Social Studies • Visual arts can be integrated into lessons by supporting and complimenting the lesson. • For example I recently was teaching the students a lesson on France and its culture. The text book mentions a few impressionist artists and impressionism was a vocab word for the section. I integrated this and included it in my lesson by finding an example of an impressionist painting (EdouardManet, Studio Boat 1874).Students looked at the painting after reading the definition and told me what made it an impressionist painting. • Visual Arts can be integrated through interpreting the arts. • Students will look at the painting and determine what the author is trying portray in the picture. For example: George Washington’s March to Valley Forge by: . Students should be able to tell that the picture depicts the hardships and strain of the soldiers. Their clothing is torn ect. • Visual Art can be integrated by looking at the historical context of the painting. • Students will be able to look at the painting and discuss its historical. Example is the painting accurate or not? What historical event is the painting depicting? ( Boston Massacre) • Visual Arts can be integrated through creating works of art. • Students could also paint their own painting or construct some form of artwork that represents the topic in history we are talking about. • Visual arts are tools every teacher should use. It is engaging for the students and a different approach to their learning.

4. Math in Art and Drama • Golden Ratio – picture of a face. • Stained Glass window graphing project. • Acting out concepts into a story. • http://new-to-teaching.blogspot.com/2011/10/math-drama.html

5. The Arts in Science • Fine Arts in Science • Artists’ painting can be used in a classroom to discuss scientific concepts • Example: Georges Seurat, Jackson Pollock, Alexander Calder • Collages can be created by students to visualize a concept. • Example: Period Table • Students can create their own models, or draw/paint a picture of scientific concepts. • Example: Cells, Solar System • Drama in Science • Role Playing • Example: Historical events, act out P- and S-waves, mock debates

6. Fine Art Integration in the English Classroom • Students can: • Look at art • share art • create art. • Art can provide further exploration and understanding of literary lessons. • Some students may be able to better communicate their knowledge through art.

7. Integrating Drama in the English Classroom • Drama-based activities promote cooperative learning, connect students’ emotions and cognition, maintain student engagement and motivation, and incorporate reading, writing, listening, and speaking skills. • Benefits and provides for the needs of all learners (ESL students) • Students can: - Review and discuss dramatic pieces - Work cooperatively to complete group-based projects - Paired learning activities (line recital, delivery, etc.) - Create and deliver original dramatic pieces

8. The school of the future will, perhaps, not be a school as we understand it—with benches, blackboards, and a teacher’s platform—it may be a theatre, a library, a museum, or a conversation. —Leo Tolstoy

9. Works Cited • Annenberg Foundation (2013). Comprehensive arts education. Retrieved from http://www.learner.org/workshops/artsineveryclassroom/artscomprehensive.html • This resource explains the ways to integrate visual arts. • Kidd , N. (2006). Could arts-integrated education help your child succeed? . Retrieved from http://www.education.com/magazine/article/Arts_Integrated_Education/ • This resource explains the benefits of visual arts to the students.

10. Works Cited • McClasin, Nellie. "Chapter 14: Creative Drama in the Classroom." Boston: Pearson Education, 2006. N. pag. Pearson Higher Education, 2006. Web. 25 Feb. 2013. <http://www.pearsonhighered.com/samplechapte r/0205451160.pdf>. • Zyoud, Munther. "Using Drama Activities and Techniques to Foster Teaching English." (n.d.): n. pag. Web. 25 Feb. 2013. <http://www.qou.edu/english/conferences/firstNa tionalConference/pdfFiles/muntherZyoud.pdf>.

11. Works Cited • Alberts, R. (n.d.). Discovering Science Through Art-Based Activities. Beyond Penguins and Polar Bears. Retrieved February 25, 2013, from http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/discovering-science-through-art-based-activities • Teed, R. (n.d.). Role-Playing Exercises. SERC. Retrieved February 26, 2013, from http://serc.carleton.edu/introgeo/roleplaying/index.htm