What’s going on in this picture? What Makes You Say That ?

1. Warm Up “Read” the painting and think about >>>>>>>>>>>> • What’s going on in this picture? • What Makes You Say That?

2. Arts Integration SOCIAL STUDIES DANCE MUSIC SCIENCE World Languages ! DRAMA MATH VISUAL ART

3. Learning Goal: Participants will be able to identify and implement appropriate Artful Thinking routines and Arts Integration strategies to motivate and engage students toward critical thinking. • Today’s Journey • Warm up: What Makes You say that (A) • Introduction to Arts Integration (T) • Introduction to Artful Thinking (T) • Practice with selected routines (T, S, P) • Cooperative Poetry lesson (S) • Dance of the Seasons (S) • Botero and the verb to Be (T) • Closure: Headlines (A) Staircase Group (Portrait of Raphaelle Peale and Titian Ramsay Peale)1795 Charles Wilson Peale, American, 1741 - 1827 T: Total Group A: Alone P: Partner S: Small Group SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

4. What is Arts Integration? anAPPROACHtoTEACHINGin which students construct and demonstrateUNDERSTANDINGthrough anART FORM. Students engage in a CREATIVE PROCESS whichCONNECTSan the art form and another subject area and meets EVOLVING OBJECTIVES in both where they naturally fit. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

5. The Arts in the Classroom Fosters collaboration between teachers and content areas Increases motivation, engagement, and challenge for diverse learners from delayed to gifted Facilitates differentiated instruction Connects to brain research: students make more connections by incorporating the multiple intelligences Increases rigor through critical thinking Makes the curriculum more authentic, hands-on and project based Creates opportunities for varied assessment • Visual Arts • Music • Drama • Dancing • Puppetry • Poetry From: David Sousa's "How the Arts Develop the Young Brain" in The School Administrator, Dec. 2006 SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

6. In an Integrated Arts Classroom Students … • Visual Arts • Music • Drama • Dancing • Puppetry • Poetry • Create contour line observational drawings of the parts of a flower in their sketchbooks. • Create fraction songs by using equations involving ¼ , ½ , 1/8 and whole notes in math class. • Perform a tableau (frozen moment) to demonstrate the character’s point of view. • Demonstrate rotations, reflections and translations with a hip hop dance along a coordinate grid taped on the floor. • Retell a folktale by writing a script, creating shadow puppets and performing for their peers. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

7. Art in the Classroom Three formats • aboutthe arts (by studying Picasso), • with the arts (using songs to signal transition to another activity, drawing illustrations to accompany their writing,) or • throughthe arts ( students use drama to show what they know about the water cycle). Teaching through the arts (using an artistic medium for learning) is our goal. In this way, art becomes the methodology, the process for learning. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

8. Arts Integration in the World Language Classroom Cooperative Poetry Botero & the Verb “to be” Dance of the Seasons Musical Alphabet Artful Thinking SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

9. JulienDupre, The Gleaners, 1880. Artful Thinking • What’s going on in this picture? • What Makes You Say That?

10. ArtfulThinking Routines: Connecting Critical Thinking and Arts Integration • The Artful Thinking Routines were designed by Project Zero at Harvard University to help K-12 teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning. • There are 2 goals for the program: • Teachers create rich connections between works of art and music and curricular topics • Teachers use art as a force for developing student thinking SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

11. The Artful Thinking Routines • Engage students in interesting activities • Cultivate student ability • Students are more self directed • Teachers see students as more thoughtful • Students respond more critically • Thinking is made more visible • Allows teachers to assess because the students thinking is made visible • Incorporate RIGOR into the curriculum by motivating and engaging students in critical thinking activities SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

12. RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY. EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

13. A LESSON WITH Artful Thinking ASKS STUDENTS TO: EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE SCRUTINIZE DECIDE SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

14. "When kids are more actively engaged, they're more likely to see the relevance" of what they're learning. …using artwork provides a nonjudgmental way to teach students about critical thinking. "You always start with art as a kind of neutral territory for kids," she said. Students don't worry about making mistakes because there are no incorrect answers, Johnson said. Then they apply the same thinking and analyzing skills to academic subjects. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

15. Artful Thinking Routines SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

16. Winslow Homer , American. The Gulf Stream 1899 Oil on Canvas Metropolitan Museum of Art, New York BEGINNING MIDDLE or END Is this painting the Beginning Middle, or Ending of the story? SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

17. Georges Seurat Bathers at Asnières, 1884, SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

18. Edvard Munch The Scream, 1893 SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

19. LOOKING 10 x 2 • Look at the image quietly for at least 30 seconds. Let your eyes wander. • In one minute, list 10 words or phrases about any aspect of the picture. Include the math that you see. • Share your words with the group. • Repeat Steps 1 & 2: Look at the image again and try to list 10 more words or phrases to your list. Cooperative Poetry Start with: Mire 10x2 Pensar con el Arte SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

20. La vendedora de frutas, 1951, Olga Costa SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

21. Orden del dia: Practicando el vocabulario de la ropa y lasestaciones • El Vocabulario Post-its • Choose 4 words from your vocabulary lists • Estación • Ropa • Color • Ajectivo Warm Up: Vocabulario MIRE 10x2 La PoesiaCooperativa: Write a poem in cooperative groups Double Bubble Con el vocabulario Draw illustrations Trabaja en el cuaderno La PoesiaCooperativa: Read the poem with emotion. Boletoparasalir: Which of your vocabulary words did you use in the poem? How were they reflected in the artwork? SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

22. Los colores primáriossecundariosterciariosneutros Cuandomezcla los colores primaries y los secundarios Los coloresbásicos Cuandomezcla los coloresprimários A________ Verde Turquesa Blanco R________Anaranjado Rosado Negro A________ Violeta/MoradoMarrón Gris Celeste Crema Students mix paints to create a color chart/wheel in the target language SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

23. The Elaboration Game Carmen Lomas Garza: Sandia , 1985

24. Artful Thinking: The Elaboration Game TO START: Look at an assigned section of the artwork. Write one complete sentence EN ESPAÑOL that describes something you see in that section of the painting. Pass the paper to your right. The second person elaborates on the first person’s observations by adding more detail about the section. The thirdperson elaborates further by adding yet more detail. And the fourth person adds yet more! The next or the first person reads the sentences and points to it on the painting

25. ¿Quéves? Spring byGiuseppe Arcimboldo 1573 • What’s going on in these pictures? • What Makes You Say That? Winter (After Arcimboldo) by Philip Haas, 2010 SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

26. la Danza de lasestaciones SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

27. Become a choreographer! DANCE allows the dancer or choreographer to communicate his/her ideas, thoughts, and feelings through movement. These movements are structured and repeatable, in that they can be taught to others. SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

28. Improvisation Activity • Find your KINOSPHERE (your personal space with room to move without touching others). • Begin with a pedestrian walk. As the teacher calls out an idea reflect it in your movement. SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

29. Movement Locomotor Motions created moving across SPACE Dancers using locomotor movements may… walk, run, skip, hop, jump, slide, leap, or gallop. Non-Locomotor Motions made while staying in one SPACE Dancers using non-locomotor movements may… bend, stretch, twist, or swingtheir body. SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

30. Body Energy Space Time • The use of energy while moving: expressivity of the movement • WEIGHT: Heavy or Light • FLOW: Free or Bound, Sharp or Smooth, Tense or Relaxed • SPACE: Direct or Indirect • TIME: Quick or Sustained • Pathways –patterns the dancer makes in the air or on the floor: curved lines, straight lines, zigzags, circles, figure-eights, and many more • Shape - straight lines, curves, angles, free form, open, or closed; positive and negative space • Balance - symmetrical, asymmetrical, or centered • Level – vertical distance from the floor: high, medium, low, or on the floor. • Plane: horizontal or vertical • Direction - forward, backwards, diagonally, sideways, up, down, place middle TEMPO - the speed of the movement: fast, slow, moderate DURATION - the length of the dance or phrase: short, long or something in between. BEAT - pulse of the music RHYTHM: a recurring pattern of accents ACCENT- a movement or shape performed in such a way as to give emphasis Parts:Dance can focus on different body parts: legs, fingers, toes, head, elbows, shoulders etc. Body parts can be move in isolation or jointly Body parts can be open, closed or relaxed Shape: the body can contort itself into different shapes (i.e., curves, angles)

31. Like a story or a book, each dance has a beginning, middle and an end. Dance is made up “movement materials”, connected into “phrases” and put together into a complete dance. Dance is often used to tell a story, convey a message SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

32. Vamos a Crearuna DANZA! With your group, identify the months of your season; make sure you can pronounce them correctly! Identify /create a movement for each syllable of your season word. Review the Elements of Dance • Incorporate the dance elements on your cards into your season dance! • Start with a movement that reminds you of the first sound of the word. • Create a transition movement to the next season. Teach your season dance to the rest of the class. Add sound by saying/singing/chanting the season word as you perform.

33. MIRO, CREO, PIENSO: I see I think I wonder. SER Y ESTAR Con El arte de Fernando Botero SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

34. Fernando Boteropintorcolombiano Shape is an element of art; it is an enclosed space defined by other elements of art. shapes may take on the appearance of two-d or three-d objects.  not just another chubby face: an artist’s use of shape* and proportion* Proportion is a principle of art that describes the size, location or amount of one element to another (or to the whole) in a work. It has a great deal to do with the overall harmony of an individual piece. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

35. Botero’s Beginnings In 1932, Botero was born in Medellín, Colombia, a land of great beauty and conflict. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

36. Still Life with Mandolin1956 Botero’s “puffy” style started with still life paintings. He then began painting pudgy people and animals in his version of classic paintings and original artwork. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

37. Botero Before Before becoming a world-famous painter, however, Botero studied to become a matador. For this reason, many of his earlier paintings depict bull fighting scenes. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

38. Botero’s style: Shape • Botero is often asked why all his people and animals look inflated like balloons, so very round! He says that all artists find they like certain kinds of shapes more than others...and he liked spheres. When you doodle, what kinds of shapes do you draw? SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

39. Even his animals—even his sculptures—are chubby! SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

40. Social Satire with Proportion Botero’s chubby characters often depict society in Colombia, as in this painting of an upper middle class family. His unusual use of PROPORTION highlights his feelings about the differences between the middle and working classes. What do the proportions in this painting tell you about Botero’s views ? SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

41. Parody Some of Botero’s works use his trademark style to parody famous paintings. Compare… Artists are sharing what they think and believe with you through their art. You have to look for the story, the message. His work is often meant to be fun, but sometimes he has a secret message in his work. Have you ever heard the saying "he/she has a swollen head" or "they are all puffed up"? SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

42. Botero: SER y ESTAR • Escriben 2 ejemplos de vocabularioque se puedeusar con SER en los post-its (unapalabra en cadapost-it) . • Escriben 2 ejemplos de vocabularioque se puedeusar con ESTAR en los post-its (unapalabra en cadapost-it) . FIND a painting that shows the meaning of each word and place it above the painting. SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

43. Mire y Escribe 6x2! SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

44. Closure/Wrap-Up • If you were to write a newspaper headline that summarizes the most important (big) idea that you should remember about today’s presentation, what would it be? SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

45. Get SmART Through ART! Remember! Our Students Get SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos