integrated arts educationintegrated arts education
How Art Can Help Center a Student’s Learning Experience
Arts Integration Allows Students to Engage Abstract Concepts in New Ways
How Integrating Arts Into Other Subjects Makes Learning Come Alive
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href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>When I visited Maya Lin, an elementary school in Alameda, California where art is at the center of learning, third graders were in the middle of a multi-week project on climate change. Pairs of students had chosen climates around the world and researched them to learn about the weather, flora and fauna.\u003c/p>\n\u003cp>In art class, they created artistic representations of their climates using either a torn-paper collage technique or oil pastels. They also wrote books about how climate change will affect their climates and the animals that live there. In the process, they learned what fossil fuels are, where they come from, and how they’re extracted. They studied how the greenhouse gas effect works and made a visual model of it.\u003c/p>\n\u003cp>One boy, John, showed me his model and described the science behind it.\u003c/p>\n\u003cp>“I made a project with one of my friends about the greenhouse effect and how the sun’s heat rays go in, and the heat gets trapped inside the atmosphere and heats up the earth,” said John.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked him about the artistic techniques he used to create a blotchy effect on the sun.\u003c/p>\n\u003cp>“I saw a picture of the sun to try and draw it and there were spots where it was really really bright. So I drew those spots in and then I put tape over it and then I dabbed the paintbrush so it looked like spots, and then the spots where I put tape were still paper white,” he explained. He’d also used collage to create a translucent effect for the atmosphere.\u003c/p>\n\u003cfigure id=\"attachment_54419\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54419 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg\" alt=\"John's artwork depicting the greenhouse gas effect.\" width=\"1920\" height=\"1282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John’s artwork depicting the greenhouse gas effect. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I was struck by how much John could tell me both about the iterative creative process he went through, and the science his work represented. He described several early attempts at creating effects that didn’t work – at first, he wanted his sun to be three-dimensional, but couldn’t get it to stay up. He says he was frustrated, but he pushed through those feelings and tried something different.\u003c/p>\n\u003cp>John’s persistence – and the sheer number of hours he was allotted for artwork during school hours – stood out to me. At a lot of schools I’ve visited, art is relegated to a separate class once a week. The fact that students were showing their knowledge of science through their artwork here struck me as unique.\u003c/p>\n\u003cp>Over the past two decades, policies focused on math and reading test scores, along with a global recession, have pushed many schools to cut what they considered to be “extras.” In many places, that has meant visual art, music, drama, and dance. These subjects became afterthoughts as school leaders put pressure on teachers to raise kids’ scores in the ‘focus’ subjects – math and reading.\u003c/p>\n\u003cp>Now, many educators are starting to realize the folly of these practices, backed up by an \u003ca href=\"https://www.artsed411.org/resources/research_reports\">increasingly robust body of research\u003c/a> about the power of art to improve learning.\u003c/p>\n\u003cp>Johns Hopkins University professor Mariale Hardiman published a 2019 paper in Trends in Neuroscience and Education describing the results of a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2211949317300558?via%3Dihub\">randomized, controlled trial\u003c/a> she conducted in fifth grade science classrooms. She and her team found that arts integration instruction led to long-term retention of science concepts at least as successfully as conventional science teaching. Arts integration was particularly helpful for students with the lowest reading scores.\u003c/p>\n\u003cp>Studies like this one have led to a resurgence of interest in \u003ca href=\"https://www.kqed.org/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive\">arts integration\u003c/a>, a pedagogy that uses art as a vehicle for learning about any subject. This isn’t a new idea – some educators have long believed in and used art as part of their practice – but now there’s more research to back it up, including work out of \u003ca href=\"http://www.pz.harvard.edu/who-we-are/about\">Harvard’s Project Zero\u003c/a>. Several schools have led this movement, going all in on art at a time when many schools around the country were slashing their arts budgets. Maya Lin is one of them.\u003c/p>\n\u003cp>For teachers at Maya Lin, integrating art throughout the curriculum and the school day is about making learning fun, multi-disciplinary, connected and creative. It gives students a way to think about the world differently, to make connections, and to contemplate their place within it. Thinking like an artist helps them develop habits that they’ll use no matter what they go on to do, and it has helped inculcate an ethic of perseverance, challenge, and craft to everything students do.\u003c/p>\n\u003cfigure id=\"attachment_54427\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg\" alt=\"\" width=\"1080\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-900x1200.jpg 900w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">Student work connected to reading Langston Hughes. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“At its core, arts integration is social justice,” Maya Lin art teacher Constance Moore told me. “It’s a way of creating equity, it’s a way of looking at the world and thinking about different perspectives, and centering ideas and people who have not been in the center. Art is such a great way to do that for kids because it makes it accessible to them.”\u003c/p>\n\u003cp>\u003cstrong>Maya Lin’s Journey to Arts Integration Was About Equity\u003c/strong>\u003c/p>\n\u003cp>Before it was called Maya Lin, this school was known as Washington Elementary. Back then, Washington served a mostly low-income population and over a third of its students were designated English language learners. And, like many schools, it was a mainstay of the local community with many committed teachers. But the school’s test scores weren’t great, and enrollment was low, so when Alameda Unified School District started feeling the pinch of the recession in 2009 and 2010, Washington was a prime candidate for closure.\u003c/p>\n\u003cp>A dedicated group of parents and teachers fought hard to stop the district’s closure plans and to keep a school in the community. They applied for an innovation grant from the district, emphasizing that if they won, they would build a school centered around art. Students would learn all the required standards, but art would be a critical way for teachers to evaluate what students understand. The district accepted the proposal. Washington Elementary closed in the spring of 2011, but reopened again as Maya Lin School in the fall of 2012 with a new focus on arts integration.\u003c/p>\n\u003cp>District officials told the principal, Judy Goodwin, that she could hire her own staff. She first invited the teachers at Washington to join the project. About half of them did, and the other half were transferred to other jobs in the district.\u003c/p>\n\u003cp>Maya Lin’s new teaching staff, both the former Washington staff and new hires, went through the \u003ca href=\"http://www.integratedlearningacoe.org/\">Integrated Learning Specialist Program \u003c/a>(ILSP) at the Alameda County Office of Education. They learned how to build arts-centered projects collaboratively with other teachers, how to assess learning through art, and they figured out ways to integrate state standards from disparate disciplines – like science and social studies – using art in everyday learning and the habits of successful artists to guide the way.\u003c/p>\n\u003cp>“The arts provide an access point for everyone,” said Caitlin Gordon, a third grade teacher at Maya Lin. She has found that when art is at the center of the learning experience, it evens the playing field for kids with learning disabilities, or those who are still learning English, or who have less background knowledge about a topic.\u003c/p>\n\u003cp>“I think it’s a way for kids to take some really meaty and intense concepts and process them. I think it allows children to learn about how the process of something is just as important, if not more important, than the product. I think it just really helps create more of that well-balanced, critical-thinking person that we want for our future.”\u003c/p>\n\u003cp>Gordon is always impressed by how thoughtfully her students approach their own work and that of their peers. They ask good questions and are willing to stretch when a concept doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_54423\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54423 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg\" alt=\"The third grade teaching team greeted students with a fun photo.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1200x900.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The third grade teaching team greeted students with a fun photo. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Principal Judy Goodwin and her staff committed to this work seven years ago, they wanted to build a school that would highlight the strengths of the students in it, not just the areas of weakness that test scores showed. And, just as important, they wanted teaching to be a collaborative and creative experience for the adults too.\u003c/p>\n\u003cp>The art teacher, Constance Moore, is grateful for that collaborative spirit. She says usually the art teacher is relegated to an out-of-the-way classroom where no one bothers them. Teachers are grateful they can send their kids to her for awhile, but other than that, what happens in the art room is separate from other learning.\u003c/p>\n\u003cp>“But this is completely different. I’m just fully woven into the fabric of the school,” Moore said.\u003c/p>\n\u003cp>For example, Moore helped plan the climate change project. The three third grade teachers, Caitlin Gordon, Brian Dodson, and Sharon Jackson, developed this project together with Moore’s artistic knowledge guiding them. They discussed the learning goals, developed a thematic through line, and mapped out the science, social studies, and writing standards they’d be covering. And they talked through how students would demonstrate their understanding through art.\u003c/p>\n\u003cp>\u003cstrong>Tackling Climate Change Through Art\u003c/strong>\u003c/p>\n\u003cp>Some of the work takes place in their classrooms, but it often crosses over into the art studio, where Moore makes sure students are learning specific artistic techniques, the life and history of the artists themselves, and most importantly the \u003ca href=\"http://www.pz.harvard.edu/resources/eight-habits-of-mind\">Studio Habits of Mind\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_54424\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-large wp-image-54424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg\" alt=\"Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom.jpg 1440w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The habits are:\u003c/p>\n\u003cul>\n\u003cli>develop craft\u003c/li>\n\u003cli>engage and persist\u003c/li>\n\u003cli>envision\u003c/li>\n\u003cli>express\u003c/li>\n\u003cli>observe\u003c/li>\n\u003cli>reflect\u003c/li>\n\u003cli>stretch and explore\u003c/li>\n\u003cli>understand art worlds\u003c/li>\n\u003c/ul>\n\u003cp>These practices aren’t only used in the art studio at Maya Lin. They are the basis of all academic work in the school, providing a language students use to talk about their learning. One third grade girl explained that she has to “stretch and explore” in math class, especially when learning fractions, a concept that’s been confusing for her.\u003c/p>\n\u003cp>Or, when John spoke about the setbacks he encountered making his climate change project, he said even though he was frustrated, he “engaged and persisted,” and he did a lot of “envisioning” to come up with new ideas. Everyone at the school uses that language.\u003c/p>\n\u003cp>In teacher Brian Dodson’s classroom, students were in full-on creation mode when I visited. Some spread out into the hallway and others worked on the floor, while still more were huddled around desks pushed together into pods. Out in the hallway, two girls were working on a large painting inspired by \u003ca href=\"https://mymodernmet.com/sean-yoro-hula-interview/\">Sean Yoro\u003c/a>, a Hawaiian artist. Another girl, Clementine, was busily painting a trash can. One side featured pristine ocean, the other side had trash floating in it.\u003c/p>\n\u003cp>“I wanted to paint on a trash can because I wanted to show if we don’t fill up the trash can, it’s better for the ocean,” said Clementine. “My essential question is, why are the coral reefs dying?” she said. She went on to explain that trash in the ocean suffocates the coral, which is a problem because the coral reefs provide oxygen. “If we keep this up we could have a little bit less oxygen,” she said.\u003c/p>\n\u003cfigure id=\"attachment_54429\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54429 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg\" alt=\"Student works on her final project for a unit on climate change.\" width=\"1920\" height=\"1281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student works on her final project for a unit on climate change. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In teacher Caitlin Gordon’s classroom, students were critiquing one another’s work at a midpoint in the process, using what they call “the ladder of feedback.” The ladder helps partners take turns presenting their work, getting positive and negative feedback from a partner, and thinking through how they plan to incorporate the feedback. Students choose from several sentence starters to get the conversation going. I listened in as two girls gave one another feedback.\u003c/p>\n\u003cp>“When I started, I envisioned that there would be a factory and then there would be a tornado heading towards that,” one girl started, explaining her art piece. “But then I got a new idea when I was working on that to make all the natural disasters that climate change could create, like forest fires, tornados, and so much more.”\u003c/p>\n\u003cp>“I can tell you engaged and persisted because I can see a lot of scribbles, and if something wasn’t exactly as you imagined it, you just kept going,” her partner said, using one of the feedback frames. “Next time, maybe you could stretch and explore by making it in a box. How do you envision your next steps?”\u003c/p>\n\u003cp>“I envision my next steps by maybe redoing the tornado and making it a little bit better,” the first girls said. Then they switched roles. When they were finished reflecting on their own work, and giving feedback to their partner, the girls set off to implement some of the changes that came up during the discussion.\u003c/p>\n\u003cp>This is exactly the type of dialogue teachers at Maya Lin have worked so hard to produce. The girls stayed on task, gave each other real feedback, and pushed one another to produce better work. Those are the habits of artists and scholars.\u003c/p>\n\u003cp>“Human beings have been making art and expressing themselves, even if it’s not called art, since we were human beings,” art teacher Constance Moore said. “If you take that out, you’re taking out a part of being wholly human. So you cannot be getting a full education without art. Period.”\u003c/p>\n\u003cp>Over the past seven years, test scores at Maya Lin have improved, and when I visited, joyful learning was happening all around. The school has gone from almost closing because of low enrollment, to being at capacity with a waiting list. The district converted a nearby middle school, Wood Middle, to an arts integration approach and there are other schools in the district interested in learning more.\u003c/p>\n\u003cp>“I think we need to embrace art as not that add-on, that it can be the center of how students can demonstrate their understanding. And that needs to be very intentional work,” said Principal Judy Goodwin.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Art has often been relegated as an additional activity in schools. But schools that put art at the center of a child's learning experience through arts integration are seeing kids thrive. ","status":"publish","parent":0,"modified":1700528837,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2465},"headData":{"title":"How Art Can Help Center a Student’s Learning Experience | KQED","description":"Art has often been relegated as an additional activity in schools. But schools that put art at the center of a child's learning experience through arts integration are seeing kids thrive. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioTrackLength":1286,"path":"/mindshift/54370/how-art-can-help-center-a-students-learning-experience","audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2019/10/ThirdGradersCanShowWhatTheyKnowThroughArtQC.mp3","audioDuration":1286000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>When I visited Maya Lin, an elementary school in Alameda, California where art is at the center of learning, third graders were in the middle of a multi-week project on climate change. Pairs of students had chosen climates around the world and researched them to learn about the weather, flora and fauna.\u003c/p>\n\u003cp>In art class, they created artistic representations of their climates using either a torn-paper collage technique or oil pastels. They also wrote books about how climate change will affect their climates and the animals that live there. In the process, they learned what fossil fuels are, where they come from, and how they’re extracted. They studied how the greenhouse gas effect works and made a visual model of it.\u003c/p>\n\u003cp>One boy, John, showed me his model and described the science behind it.\u003c/p>\n\u003cp>“I made a project with one of my friends about the greenhouse effect and how the sun’s heat rays go in, and the heat gets trapped inside the atmosphere and heats up the earth,” said John.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked him about the artistic techniques he used to create a blotchy effect on the sun.\u003c/p>\n\u003cp>“I saw a picture of the sun to try and draw it and there were spots where it was really really bright. So I drew those spots in and then I put tape over it and then I dabbed the paintbrush so it looked like spots, and then the spots where I put tape were still paper white,” he explained. He’d also used collage to create a translucent effect for the atmosphere.\u003c/p>\n\u003cfigure id=\"attachment_54419\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54419 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg\" alt=\"John's artwork depicting the greenhouse gas effect.\" width=\"1920\" height=\"1282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John’s artwork depicting the greenhouse gas effect. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I was struck by how much John could tell me both about the iterative creative process he went through, and the science his work represented. He described several early attempts at creating effects that didn’t work – at first, he wanted his sun to be three-dimensional, but couldn’t get it to stay up. He says he was frustrated, but he pushed through those feelings and tried something different.\u003c/p>\n\u003cp>John’s persistence – and the sheer number of hours he was allotted for artwork during school hours – stood out to me. At a lot of schools I’ve visited, art is relegated to a separate class once a week. The fact that students were showing their knowledge of science through their artwork here struck me as unique.\u003c/p>\n\u003cp>Over the past two decades, policies focused on math and reading test scores, along with a global recession, have pushed many schools to cut what they considered to be “extras.” In many places, that has meant visual art, music, drama, and dance. These subjects became afterthoughts as school leaders put pressure on teachers to raise kids’ scores in the ‘focus’ subjects – math and reading.\u003c/p>\n\u003cp>Now, many educators are starting to realize the folly of these practices, backed up by an \u003ca href=\"https://www.artsed411.org/resources/research_reports\">increasingly robust body of research\u003c/a> about the power of art to improve learning.\u003c/p>\n\u003cp>Johns Hopkins University professor Mariale Hardiman published a 2019 paper in Trends in Neuroscience and Education describing the results of a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2211949317300558?via%3Dihub\">randomized, controlled trial\u003c/a> she conducted in fifth grade science classrooms. She and her team found that arts integration instruction led to long-term retention of science concepts at least as successfully as conventional science teaching. Arts integration was particularly helpful for students with the lowest reading scores.\u003c/p>\n\u003cp>Studies like this one have led to a resurgence of interest in \u003ca href=\"https://www.kqed.org/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive\">arts integration\u003c/a>, a pedagogy that uses art as a vehicle for learning about any subject. This isn’t a new idea – some educators have long believed in and used art as part of their practice – but now there’s more research to back it up, including work out of \u003ca href=\"http://www.pz.harvard.edu/who-we-are/about\">Harvard’s Project Zero\u003c/a>. Several schools have led this movement, going all in on art at a time when many schools around the country were slashing their arts budgets. Maya Lin is one of them.\u003c/p>\n\u003cp>For teachers at Maya Lin, integrating art throughout the curriculum and the school day is about making learning fun, multi-disciplinary, connected and creative. It gives students a way to think about the world differently, to make connections, and to contemplate their place within it. Thinking like an artist helps them develop habits that they’ll use no matter what they go on to do, and it has helped inculcate an ethic of perseverance, challenge, and craft to everything students do.\u003c/p>\n\u003cfigure id=\"attachment_54427\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg\" alt=\"\" width=\"1080\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-900x1200.jpg 900w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">Student work connected to reading Langston Hughes. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“At its core, arts integration is social justice,” Maya Lin art teacher Constance Moore told me. “It’s a way of creating equity, it’s a way of looking at the world and thinking about different perspectives, and centering ideas and people who have not been in the center. Art is such a great way to do that for kids because it makes it accessible to them.”\u003c/p>\n\u003cp>\u003cstrong>Maya Lin’s Journey to Arts Integration Was About Equity\u003c/strong>\u003c/p>\n\u003cp>Before it was called Maya Lin, this school was known as Washington Elementary. Back then, Washington served a mostly low-income population and over a third of its students were designated English language learners. And, like many schools, it was a mainstay of the local community with many committed teachers. But the school’s test scores weren’t great, and enrollment was low, so when Alameda Unified School District started feeling the pinch of the recession in 2009 and 2010, Washington was a prime candidate for closure.\u003c/p>\n\u003cp>A dedicated group of parents and teachers fought hard to stop the district’s closure plans and to keep a school in the community. They applied for an innovation grant from the district, emphasizing that if they won, they would build a school centered around art. Students would learn all the required standards, but art would be a critical way for teachers to evaluate what students understand. The district accepted the proposal. Washington Elementary closed in the spring of 2011, but reopened again as Maya Lin School in the fall of 2012 with a new focus on arts integration.\u003c/p>\n\u003cp>District officials told the principal, Judy Goodwin, that she could hire her own staff. She first invited the teachers at Washington to join the project. About half of them did, and the other half were transferred to other jobs in the district.\u003c/p>\n\u003cp>Maya Lin’s new teaching staff, both the former Washington staff and new hires, went through the \u003ca href=\"http://www.integratedlearningacoe.org/\">Integrated Learning Specialist Program \u003c/a>(ILSP) at the Alameda County Office of Education. They learned how to build arts-centered projects collaboratively with other teachers, how to assess learning through art, and they figured out ways to integrate state standards from disparate disciplines – like science and social studies – using art in everyday learning and the habits of successful artists to guide the way.\u003c/p>\n\u003cp>“The arts provide an access point for everyone,” said Caitlin Gordon, a third grade teacher at Maya Lin. She has found that when art is at the center of the learning experience, it evens the playing field for kids with learning disabilities, or those who are still learning English, or who have less background knowledge about a topic.\u003c/p>\n\u003cp>“I think it’s a way for kids to take some really meaty and intense concepts and process them. I think it allows children to learn about how the process of something is just as important, if not more important, than the product. I think it just really helps create more of that well-balanced, critical-thinking person that we want for our future.”\u003c/p>\n\u003cp>Gordon is always impressed by how thoughtfully her students approach their own work and that of their peers. They ask good questions and are willing to stretch when a concept doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_54423\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54423 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg\" alt=\"The third grade teaching team greeted students with a fun photo.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1200x900.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The third grade teaching team greeted students with a fun photo. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Principal Judy Goodwin and her staff committed to this work seven years ago, they wanted to build a school that would highlight the strengths of the students in it, not just the areas of weakness that test scores showed. And, just as important, they wanted teaching to be a collaborative and creative experience for the adults too.\u003c/p>\n\u003cp>The art teacher, Constance Moore, is grateful for that collaborative spirit. She says usually the art teacher is relegated to an out-of-the-way classroom where no one bothers them. Teachers are grateful they can send their kids to her for awhile, but other than that, what happens in the art room is separate from other learning.\u003c/p>\n\u003cp>“But this is completely different. I’m just fully woven into the fabric of the school,” Moore said.\u003c/p>\n\u003cp>For example, Moore helped plan the climate change project. The three third grade teachers, Caitlin Gordon, Brian Dodson, and Sharon Jackson, developed this project together with Moore’s artistic knowledge guiding them. They discussed the learning goals, developed a thematic through line, and mapped out the science, social studies, and writing standards they’d be covering. And they talked through how students would demonstrate their understanding through art.\u003c/p>\n\u003cp>\u003cstrong>Tackling Climate Change Through Art\u003c/strong>\u003c/p>\n\u003cp>Some of the work takes place in their classrooms, but it often crosses over into the art studio, where Moore makes sure students are learning specific artistic techniques, the life and history of the artists themselves, and most importantly the \u003ca href=\"http://www.pz.harvard.edu/resources/eight-habits-of-mind\">Studio Habits of Mind\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_54424\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-large wp-image-54424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg\" alt=\"Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom.jpg 1440w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The habits are:\u003c/p>\n\u003cul>\n\u003cli>develop craft\u003c/li>\n\u003cli>engage and persist\u003c/li>\n\u003cli>envision\u003c/li>\n\u003cli>express\u003c/li>\n\u003cli>observe\u003c/li>\n\u003cli>reflect\u003c/li>\n\u003cli>stretch and explore\u003c/li>\n\u003cli>understand art worlds\u003c/li>\n\u003c/ul>\n\u003cp>These practices aren’t only used in the art studio at Maya Lin. They are the basis of all academic work in the school, providing a language students use to talk about their learning. One third grade girl explained that she has to “stretch and explore” in math class, especially when learning fractions, a concept that’s been confusing for her.\u003c/p>\n\u003cp>Or, when John spoke about the setbacks he encountered making his climate change project, he said even though he was frustrated, he “engaged and persisted,” and he did a lot of “envisioning” to come up with new ideas. Everyone at the school uses that language.\u003c/p>\n\u003cp>In teacher Brian Dodson’s classroom, students were in full-on creation mode when I visited. Some spread out into the hallway and others worked on the floor, while still more were huddled around desks pushed together into pods. Out in the hallway, two girls were working on a large painting inspired by \u003ca href=\"https://mymodernmet.com/sean-yoro-hula-interview/\">Sean Yoro\u003c/a>, a Hawaiian artist. Another girl, Clementine, was busily painting a trash can. One side featured pristine ocean, the other side had trash floating in it.\u003c/p>\n\u003cp>“I wanted to paint on a trash can because I wanted to show if we don’t fill up the trash can, it’s better for the ocean,” said Clementine. “My essential question is, why are the coral reefs dying?” she said. She went on to explain that trash in the ocean suffocates the coral, which is a problem because the coral reefs provide oxygen. “If we keep this up we could have a little bit less oxygen,” she said.\u003c/p>\n\u003cfigure id=\"attachment_54429\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54429 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg\" alt=\"Student works on her final project for a unit on climate change.\" width=\"1920\" height=\"1281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student works on her final project for a unit on climate change. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In teacher Caitlin Gordon’s classroom, students were critiquing one another’s work at a midpoint in the process, using what they call “the ladder of feedback.” The ladder helps partners take turns presenting their work, getting positive and negative feedback from a partner, and thinking through how they plan to incorporate the feedback. Students choose from several sentence starters to get the conversation going. I listened in as two girls gave one another feedback.\u003c/p>\n\u003cp>“When I started, I envisioned that there would be a factory and then there would be a tornado heading towards that,” one girl started, explaining her art piece. “But then I got a new idea when I was working on that to make all the natural disasters that climate change could create, like forest fires, tornados, and so much more.”\u003c/p>\n\u003cp>“I can tell you engaged and persisted because I can see a lot of scribbles, and if something wasn’t exactly as you imagined it, you just kept going,” her partner said, using one of the feedback frames. “Next time, maybe you could stretch and explore by making it in a box. How do you envision your next steps?”\u003c/p>\n\u003cp>“I envision my next steps by maybe redoing the tornado and making it a little bit better,” the first girls said. Then they switched roles. When they were finished reflecting on their own work, and giving feedback to their partner, the girls set off to implement some of the changes that came up during the discussion.\u003c/p>\n\u003cp>This is exactly the type of dialogue teachers at Maya Lin have worked so hard to produce. The girls stayed on task, gave each other real feedback, and pushed one another to produce better work. Those are the habits of artists and scholars.\u003c/p>\n\u003cp>“Human beings have been making art and expressing themselves, even if it’s not called art, since we were human beings,” art teacher Constance Moore said. “If you take that out, you’re taking out a part of being wholly human. So you cannot be getting a full education without art. Period.”\u003c/p>\n\u003cp>Over the past seven years, test scores at Maya Lin have improved, and when I visited, joyful learning was happening all around. The school has gone from almost closing because of low enrollment, to being at capacity with a waiting list. The district converted a nearby middle school, Wood Middle, to an arts integration approach and there are other schools in the district interested in learning more.\u003c/p>\n\u003cp>“I think we need to embrace art as not that add-on, that it can be the center of how students can demonstrate their understanding. And that needs to be very intentional work,” said Principal Judy Goodwin.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54370/how-art-can-help-center-a-students-learning-experience","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_1036","mindshift_20854","mindshift_21018","mindshift_20784","mindshift_1040","mindshift_20789","mindshift_21132"],"featImg":"mindshift_54619","label":"mindshift_21847"},"mindshift_43994":{"type":"posts","id":"mindshift_43994","meta":{"index":"posts_1591205157","site":"mindshift","id":"43994","score":null,"sort":[1456820409000]},"guestAuthors":[],"slug":"arts-integration-allows-students-to-engage-abstract-concepts-in-new-ways","title":"Arts Integration Allows Students to Engage Abstract Concepts in New Ways","publishDate":1456820409,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In just a few years, art education has gone from the easiest thing to cut in a school budget to an increasingly utilized teaching technique to increase student engagement and deepen understanding. Arts organizations with an education mission are teaming up with classroom teachers to develop lessons that use drama, music, visual art and dance to help students understand concepts that can be abstract and complex.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/UP7nwl_g6sU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html\" target=\"_blank\">Washington Post article\u003c/a>, Moriah Balingit details one such program in Fairfax County, VA. Grade level teachers said they learned a lot from the trained arts-integration specialists and have tried to incorporate some of the strategies on their own as well. Balingit writes that an external evaluation of the program found it to be success at improving achievement as well:\u003c/p>\n\u003cblockquote>\u003cp>\"Researcher Mengli Song said the students in the program did not necessarily learn additional math content but they did demonstrate a better grasp of the material. And the effect was comparable to other early-childhood interventions. 'It’s not a huge effect, but it’s a non-trivial, notable effect,' Song said.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Schools across the country are finding that integrating arts into academic subjects can be a powerful way to help students deepen their understanding.","status":"publish","parent":0,"modified":1498595644,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/UP7nwl_g6sU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":219},"headData":{"title":"Arts Integration Allows Students to Engage Abstract Concepts in New Ways | KQED","description":"Schools across the country are finding that integrating arts into academic subjects can be a powerful way to help students deepen their understanding.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43994 http://ww2.kqed.org/mindshift/?p=43994","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/01/arts-integration-allows-students-to-engage-abstract-concepts-in-new-ways/","disqusTitle":"Arts Integration Allows Students to Engage Abstract Concepts in New Ways","path":"/mindshift/43994/arts-integration-allows-students-to-engage-abstract-concepts-in-new-ways","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In just a few years, art education has gone from the easiest thing to cut in a school budget to an increasingly utilized teaching technique to increase student engagement and deepen understanding. Arts organizations with an education mission are teaming up with classroom teachers to develop lessons that use drama, music, visual art and dance to help students understand concepts that can be abstract and complex.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/UP7nwl_g6sU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html\" target=\"_blank\">Washington Post article\u003c/a>, Moriah Balingit details one such program in Fairfax County, VA. Grade level teachers said they learned a lot from the trained arts-integration specialists and have tried to incorporate some of the strategies on their own as well. Balingit writes that an external evaluation of the program found it to be success at improving achievement as well:\u003c/p>\n\u003cblockquote>\u003cp>\"Researcher Mengli Song said the students in the program did not necessarily learn additional math content but they did demonstrate a better grasp of the material. And the effect was comparable to other early-childhood interventions. 'It’s not a huge effect, but it’s a non-trivial, notable effect,' Song said.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43994/arts-integration-allows-students-to-engage-abstract-concepts-in-new-ways","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20789","mindshift_392"],"featImg":"mindshift_44006","label":"mindshift"},"mindshift_38576":{"type":"posts","id":"mindshift_38576","meta":{"index":"posts_1591205157","site":"mindshift","id":"38576","score":null,"sort":[1421158238000]},"guestAuthors":[],"slug":"how-integrating-arts-into-other-subjects-makes-learning-come-alive","title":"How Integrating Arts Into Other Subjects Makes Learning Come Alive","publishDate":1421158238,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38971\" class=\"wp-caption alignnone\" style=\"max-width: 1301px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\">\u003cimg class=\"size-full wp-image-38971\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\" alt=\"Courtesy of Integrated Arts Academy at H.O. Wheeler. \" width=\"1301\" height=\"653\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces.png 1301w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-800x402.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-1180x592.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-768x385.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-320x161.png 320w\" sizes=\"(max-width: 1301px) 100vw, 1301px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students draw in the other half of self-portrait photographs extrapolating from what's visible. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/self-portrait-value-studies\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler.)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Art has long been recognized as an important part of a well-rounded education -- but when it comes down to setting budget priorities, the arts rarely rise to the top. Many public schools saw their visual, performing and musical arts programs cut completely during the last recession, despite the many \u003ca href=\"http://www.wjh.harvard.edu/~lds/pdfs/DanaSpelke.pdf\" target=\"_blank\">studies showing that exposure to the arts can help with academics\u003c/a> too. A few schools are taking the research to heart, weaving the arts into everything they do and finding that the approach not only boosts academic achievement but also promotes creativity, self-confidence and school pride.\u003c/p>\n\u003cp>The arts integration experiment at \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=555cf67d5842ab53df3db6be37db3f8c\" target=\"_blank\">Integrated Arts Academy at H.O. Wheeler (IAA) in Burlington, Vermont\u003c/a>, started six years ago as an effort to break up socioeconomic imbalances in the district. Both the elementary schools in Burlington’s North End were failing and both had high levels of poverty (95 percent of IAA students qualified for free and reduced-price lunch), a large refugee population and lots of English-language learners. District leaders began having conversations with community members about turning Wheeler into a \u003ca href=\"http://integratedartsacademy.wordpress.com/\" target=\"_blank\">magnet school focused on both art and academics\u003c/a>.\u003c/p>\n\u003cp>What does art integration look like? Recently, a fourth-grade lesson on geometry examined the work of the famous Russian artist Wassily Kandinsky. The class talked about his work and then created their own art using angles in the style of Kandinsky. Students had to be able to identify the angles they’d used and point them out in their art.\u003c/p>\n\u003cp>“Higher analytical thinking and reasoning and student voice fit so well with the arts,” said Bobby Riley, the school’s principal. Teachers are seeing ways to make connections between subjects and watch as students find creative confidence and voice in their expression.\u003c/p>\n\u003cp>The school is seeing results from the experiment.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning.'\u003c/aside>\n\u003cp>Before IAA became an arts-integrated magnet school, only 17 percent of its third-graders were proficient in math on the NECAP test, Vermont’s standardized test. After five years, 66 percent met and achieved the standards. The school still has high levels of poverty, although now that poverty is less concentrated, and there are still high numbers of English-language learners and non-English speaking families. Riley says referrals to the office are almost nonexistent during arts integration periods, and students and their families are more engaged with the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>IAA is still a public school, but now parents from outside the North End can choose to send their kids there. “Parents are interested in the arts model, interested in a different approach,” Riley said. The first year most kids still came from the neighborhood, but gradually the socioeconomic levels have evened out. Wealthier families are choosing to send their kids to IAA because of its program. Riley says the majority of students still walk to school -- it hasn't lost its sense of place in the community -- but now only about half the students qualify for lunch programs.\u003c/p>\n\u003cp>The program is also helping connect parents from immigrant communities to the school. “Art is a big part of many of their cultures, so I think they appreciate that experience,” Riley said. “I think they like the community vibe of the school.”\u003c/p>\n\u003cfigure id=\"attachment_38577\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler.jpg\">\u003cimg class=\"size-large wp-image-38577\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler-640x360.jpg\" alt=\"Kindergarteners at Wheeler paint the backdrop for their school photos. (Integrated Arts Academy at H.O Wheeler)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergartners at Wheeler paint the backdrop for their school photos. (Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ART IS NOT EXTRA, IT'S INTEGRAL\u003c/strong>\u003c/p>\n\u003cp>Art is not a second thought at the Integrated Arts Academy (IAA). Instead, artistic learning goals are held up as equals to academic standards and teachers work hard to design lessons that highlight content through art.\u003c/p>\n\u003cp>“If you pick a subject area like science, social studies, math or literacy and you integrate it with an art form, what you do is connect the two and find ways to really integrate the two so they lean on each other,” said Judy Klima, an integrated arts coach at IAA. An arts specialist co-plans and co-teaches alongside the general education teacher to help ensure academic learning is happening through an art form and visa versa.\u003c/p>\n\u003cp>For example, one third-grade science unit on leaf classification integrated visual arts into science. The teaching team used the close observation of leaves in science to teach about realistic versus abstract art. Students drew realistic drawings based on a leaf’s edge pattern. Then they made abstract art based on the scientific qualities of the leaf.\u003c/p>\n\u003cp>“When you engage hands-on and you are creating your own learning, you are deepening your level of understanding about a specific topic,” Klima said. In this case, students thought differently both about classification and characteristics, as well as about the differences between art forms.\u003c/p>\n\u003cp>Teachers rotate through visual art forms, music, dance and theater. One fifth-grade class came up with dramatic renditions of the Revolutionary War. They used the facts in their social studies curriculum to build scripts and then discussed the dramatic connections through volume, tone of voice and perspective.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_39000\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\">\u003cimg class=\"size-full wp-image-39000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores angles inspired by Pablo Picasso and the Cubism movement. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/cubism\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRANSITIONING TO AN ARTS FOCUS\u003c/strong>\u003c/p>\n\u003cp>The Integrated Arts Academy's success has come with a lot of hard work. “If you taught in a traditional method and then you come to arts integration, you have to change everything,” Klima said. “You really have to understand creativity and that it’s critical to students’ understanding.” While all IAA teachers were given the option to stay at the school when it became a magnet, some chose to leave.\u003c/p>\n\u003cp>“The classroom is a teacher’s island,” Riley said. “They have their students and their curriculum, teaching the way they teach. The arts integration really pushed us to collaborate. Opening up our practice and reflecting on it is a big part of what we do.” He said that’s not the norm at many U.S. schools. And that’s why he knows the collaboration necessary to integrate arts into academics doesn’t necessarily come naturally to many people.\u003c/p>\n\u003cfigure id=\"attachment_39001\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5.gif\">\u003cimg class=\"size-medium wp-image-39001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5-300x451.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>In his role as school leader, Riley has focused on building up educators’ capacity to effectively collaborate. “You can’t just tell people to collaborate,” he said. “You have to put the structures and skill-building in place.” IAA has two teacher retreats a year where teachers create art and try out lessons together. It’s a time for community-building and collaboration, a space for teachers to stretch themselves as artists, too.\u003c/p>\n\u003cp>The school has also formed strong partnerships with the arts community in Burlington, taking advantage of its expertise through artist-in-residency programs and in turn helping to create a more vibrant arts scene. They’ve even started bringing graduate students in from across the state interested to learn and practice arts-integration strategies. While only in its second year, Riley hopes the Art Connect program can help spread these ideas to schools where participating teachers land.\u003c/p>\n\u003cp>\u003cstrong>ART AS DIFFERENTIATING TACTIC\u003c/strong>\u003c/p>\n\u003cp>At Cashman Elementary School in Amesbury, Massachusetts, Elizabeth Peterson doesn’t have the benefit of a schoolwide focus on arts integration to bolster her commitment to the practice. But she perseveres because she sees the approach making a difference for her fourth-grade students.\u003c/p>\n\u003cp>“I have to keep remembering and reminding myself that this is one of the best avenues to take. Because when kids are learning through the arts, they end up getting a deeper understanding and the concepts end up sticking much better,” Peterson said. Her strong suit is music -- she used to teach piano. When she went back to the general education classroom, she thought music could bring some joy and creativity to the academics she taught.\u003c/p>\n\u003cp>Peterson might ask her students to listen to \"Sabre Dance\" by Aram Khachaturian several times, often during snacks or at another transition time. As a class they talk about the dynamics of the music, its tempo and instrumentation. Then students draw cartoons illustrating a story they’ve developed based on their interpretation of the music. Peterson asks students to develop a setting, plot and storyline, ultimately having them write out their story.\u003c/p>\n\u003cp>“They’re definitely more invested because they’re pulling from their own experience and it’s their own interpretation,” Peterson said. They write elaborate stories and then talk about the differences in each student’s interpretation of the music.\u003c/p>\n\u003cp>“Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning,” Peterson said. In the writing example, kids who hate writing happily develop complicated storylines and write pages upon pages of their own ideas.\u003c/p>\n\u003cp>\u003cstrong>WHY ISN'T ARTS INTEGRATION MORE POPULAR?\u003c/strong>\u003c/p>\n\u003cp>As with most deviations from what has been done in schools for hundreds of years, many teachers see art as secondary to the academic standards they must get through. Even Peterson said she feels that pressure, but she knows she can teach the standards through art in a way that also gives students some independence to stretch their creativity.\u003c/p>\n\u003cp>Arts integration can also be a hard model for teachers to buy into if they don’t feel like they themselves are competent artists. “Art scares people who are not in the arts,” said Michelle Baldwin, a lead teacher at the private Anastasis Academy, where art is central to everything done in the classroom. “If they don’t have a lot of experience or don’t feel like they are good at anything in the arts, it becomes a personal insecurity issue.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"t0ZqydxthQvN56y6URShuHrwr3ZCTjgS\"]\u003c/p>\n\u003cp>But she points out that teachers don’t have to be experts to open up the door for students. There are experts willing to share their knowledge online, not to mention collaborations with local and state arts organizations to support this kind of work.\u003c/p>\n\u003cp>Elizabeth Peterson often feels out of her depth in visual arts, but that doesn't mean she discourages it in her class. “I’m not a very good illustrator, but if you bring it into your classroom, some of your students might be,” she said. “Having an atmosphere of being open to various art forms is all your students need.”\u003c/p>\n\u003cp>Despite calls for more art in schools, artistic ability often isn’t recognized as a skill equal to computer coding or engineering by society. Many parents want their kids to study something that clearly leads to a stable job. Until the arts are held in high esteem, they will always come second in traditional schools, Baldwin said.\u003c/p>\n\u003cp>“Even if parents say they value the arts, they still have that ingrained industrial method of education that people have a hard time letting go of,” Baldwin said. And, in her opinion, it's very hard to be creative within the narrow limitations of what traditional school and its standards ask kids to do. “You can’t be creative when you are in a box, when you have no way to make your own choices and decisions,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some teachers using an arts integration model, like Elizabeth Peterson, are working to help teachers understand how art can be built into any kind of classroom. A big part of that is being able to pitch the idea to administrators and defend what might look like some whacky practices to people who wander into the classroom on a given day.\u003c/p>\n\n","blocks":[],"excerpt":"Several schools, including ones in high-poverty areas, are making art critical to the learning of more academic subjects. They're seeing remarkable student improvement as a result of arts integration. ","status":"publish","parent":0,"modified":1421273327,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2034},"headData":{"title":"How Integrating Arts Into Other Subjects Makes Learning Come Alive | KQED","description":"Several schools, including ones in high-poverty areas, are making art critical to the learning of more academic subjects. They're seeing remarkable student improvement as a result of arts integration. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38576 http://blogs.kqed.org/mindshift/?p=38576","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/","disqusTitle":"How Integrating Arts Into Other Subjects Makes Learning Come Alive","path":"/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38971\" class=\"wp-caption alignnone\" style=\"max-width: 1301px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\">\u003cimg class=\"size-full wp-image-38971\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/8-Faces.png\" alt=\"Courtesy of Integrated Arts Academy at H.O. Wheeler. \" width=\"1301\" height=\"653\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces.png 1301w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-800x402.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-1180x592.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-768x385.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/8-Faces-320x161.png 320w\" sizes=\"(max-width: 1301px) 100vw, 1301px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students draw in the other half of self-portrait photographs extrapolating from what's visible. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/self-portrait-value-studies\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler.)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Art has long been recognized as an important part of a well-rounded education -- but when it comes down to setting budget priorities, the arts rarely rise to the top. Many public schools saw their visual, performing and musical arts programs cut completely during the last recession, despite the many \u003ca href=\"http://www.wjh.harvard.edu/~lds/pdfs/DanaSpelke.pdf\" target=\"_blank\">studies showing that exposure to the arts can help with academics\u003c/a> too. A few schools are taking the research to heart, weaving the arts into everything they do and finding that the approach not only boosts academic achievement but also promotes creativity, self-confidence and school pride.\u003c/p>\n\u003cp>The arts integration experiment at \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=555cf67d5842ab53df3db6be37db3f8c\" target=\"_blank\">Integrated Arts Academy at H.O. Wheeler (IAA) in Burlington, Vermont\u003c/a>, started six years ago as an effort to break up socioeconomic imbalances in the district. Both the elementary schools in Burlington’s North End were failing and both had high levels of poverty (95 percent of IAA students qualified for free and reduced-price lunch), a large refugee population and lots of English-language learners. District leaders began having conversations with community members about turning Wheeler into a \u003ca href=\"http://integratedartsacademy.wordpress.com/\" target=\"_blank\">magnet school focused on both art and academics\u003c/a>.\u003c/p>\n\u003cp>What does art integration look like? Recently, a fourth-grade lesson on geometry examined the work of the famous Russian artist Wassily Kandinsky. The class talked about his work and then created their own art using angles in the style of Kandinsky. Students had to be able to identify the angles they’d used and point them out in their art.\u003c/p>\n\u003cp>“Higher analytical thinking and reasoning and student voice fit so well with the arts,” said Bobby Riley, the school’s principal. Teachers are seeing ways to make connections between subjects and watch as students find creative confidence and voice in their expression.\u003c/p>\n\u003cp>The school is seeing results from the experiment.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning.'\u003c/aside>\n\u003cp>Before IAA became an arts-integrated magnet school, only 17 percent of its third-graders were proficient in math on the NECAP test, Vermont’s standardized test. After five years, 66 percent met and achieved the standards. The school still has high levels of poverty, although now that poverty is less concentrated, and there are still high numbers of English-language learners and non-English speaking families. Riley says referrals to the office are almost nonexistent during arts integration periods, and students and their families are more engaged with the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>IAA is still a public school, but now parents from outside the North End can choose to send their kids there. “Parents are interested in the arts model, interested in a different approach,” Riley said. The first year most kids still came from the neighborhood, but gradually the socioeconomic levels have evened out. Wealthier families are choosing to send their kids to IAA because of its program. Riley says the majority of students still walk to school -- it hasn't lost its sense of place in the community -- but now only about half the students qualify for lunch programs.\u003c/p>\n\u003cp>The program is also helping connect parents from immigrant communities to the school. “Art is a big part of many of their cultures, so I think they appreciate that experience,” Riley said. “I think they like the community vibe of the school.”\u003c/p>\n\u003cfigure id=\"attachment_38577\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler.jpg\">\u003cimg class=\"size-large wp-image-38577\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Wheeler-640x360.jpg\" alt=\"Kindergarteners at Wheeler paint the backdrop for their school photos. (Integrated Arts Academy at H.O Wheeler)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergartners at Wheeler paint the backdrop for their school photos. (Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ART IS NOT EXTRA, IT'S INTEGRAL\u003c/strong>\u003c/p>\n\u003cp>Art is not a second thought at the Integrated Arts Academy (IAA). Instead, artistic learning goals are held up as equals to academic standards and teachers work hard to design lessons that highlight content through art.\u003c/p>\n\u003cp>“If you pick a subject area like science, social studies, math or literacy and you integrate it with an art form, what you do is connect the two and find ways to really integrate the two so they lean on each other,” said Judy Klima, an integrated arts coach at IAA. An arts specialist co-plans and co-teaches alongside the general education teacher to help ensure academic learning is happening through an art form and visa versa.\u003c/p>\n\u003cp>For example, one third-grade science unit on leaf classification integrated visual arts into science. The teaching team used the close observation of leaves in science to teach about realistic versus abstract art. Students drew realistic drawings based on a leaf’s edge pattern. Then they made abstract art based on the scientific qualities of the leaf.\u003c/p>\n\u003cp>“When you engage hands-on and you are creating your own learning, you are deepening your level of understanding about a specific topic,” Klima said. In this case, students thought differently both about classification and characteristics, as well as about the differences between art forms.\u003c/p>\n\u003cp>Teachers rotate through visual art forms, music, dance and theater. One fifth-grade class came up with dramatic renditions of the Revolutionary War. They used the facts in their social studies curriculum to build scripts and then discussed the dramatic connections through volume, tone of voice and perspective.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_39000\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\">\u003cimg class=\"size-full wp-image-39000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-4.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores angles inspired by Pablo Picasso and the Cubism movement. (Courtesy of \u003ca href=\"http://iaaartstudio.weebly.com/blog/cubism\">Ada Leaphart/Integrated Arts Academy\u003c/a> at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRANSITIONING TO AN ARTS FOCUS\u003c/strong>\u003c/p>\n\u003cp>The Integrated Arts Academy's success has come with a lot of hard work. “If you taught in a traditional method and then you come to arts integration, you have to change everything,” Klima said. “You really have to understand creativity and that it’s critical to students’ understanding.” While all IAA teachers were given the option to stay at the school when it became a magnet, some chose to leave.\u003c/p>\n\u003cp>“The classroom is a teacher’s island,” Riley said. “They have their students and their curriculum, teaching the way they teach. The arts integration really pushed us to collaborate. Opening up our practice and reflecting on it is a big part of what we do.” He said that’s not the norm at many U.S. schools. And that’s why he knows the collaboration necessary to integrate arts into academics doesn’t necessarily come naturally to many people.\u003c/p>\n\u003cfigure id=\"attachment_39001\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5.gif\">\u003cimg class=\"size-medium wp-image-39001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Arts-Integration-5-300x451.gif\" alt=\"Courtesy of Ada Leaphart\" width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Courtesy of Ada Leaphart/Integrated Arts Academy at H.O. Wheeler)\u003c/figcaption>\u003c/figure>\n\u003cp>In his role as school leader, Riley has focused on building up educators’ capacity to effectively collaborate. “You can’t just tell people to collaborate,” he said. “You have to put the structures and skill-building in place.” IAA has two teacher retreats a year where teachers create art and try out lessons together. It’s a time for community-building and collaboration, a space for teachers to stretch themselves as artists, too.\u003c/p>\n\u003cp>The school has also formed strong partnerships with the arts community in Burlington, taking advantage of its expertise through artist-in-residency programs and in turn helping to create a more vibrant arts scene. They’ve even started bringing graduate students in from across the state interested to learn and practice arts-integration strategies. While only in its second year, Riley hopes the Art Connect program can help spread these ideas to schools where participating teachers land.\u003c/p>\n\u003cp>\u003cstrong>ART AS DIFFERENTIATING TACTIC\u003c/strong>\u003c/p>\n\u003cp>At Cashman Elementary School in Amesbury, Massachusetts, Elizabeth Peterson doesn’t have the benefit of a schoolwide focus on arts integration to bolster her commitment to the practice. But she perseveres because she sees the approach making a difference for her fourth-grade students.\u003c/p>\n\u003cp>“I have to keep remembering and reminding myself that this is one of the best avenues to take. Because when kids are learning through the arts, they end up getting a deeper understanding and the concepts end up sticking much better,” Peterson said. Her strong suit is music -- she used to teach piano. When she went back to the general education classroom, she thought music could bring some joy and creativity to the academics she taught.\u003c/p>\n\u003cp>Peterson might ask her students to listen to \"Sabre Dance\" by Aram Khachaturian several times, often during snacks or at another transition time. As a class they talk about the dynamics of the music, its tempo and instrumentation. Then students draw cartoons illustrating a story they’ve developed based on their interpretation of the music. Peterson asks students to develop a setting, plot and storyline, ultimately having them write out their story.\u003c/p>\n\u003cp>“They’re definitely more invested because they’re pulling from their own experience and it’s their own interpretation,” Peterson said. They write elaborate stories and then talk about the differences in each student’s interpretation of the music.\u003c/p>\n\u003cp>“Arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of learning,” Peterson said. In the writing example, kids who hate writing happily develop complicated storylines and write pages upon pages of their own ideas.\u003c/p>\n\u003cp>\u003cstrong>WHY ISN'T ARTS INTEGRATION MORE POPULAR?\u003c/strong>\u003c/p>\n\u003cp>As with most deviations from what has been done in schools for hundreds of years, many teachers see art as secondary to the academic standards they must get through. Even Peterson said she feels that pressure, but she knows she can teach the standards through art in a way that also gives students some independence to stretch their creativity.\u003c/p>\n\u003cp>Arts integration can also be a hard model for teachers to buy into if they don’t feel like they themselves are competent artists. “Art scares people who are not in the arts,” said Michelle Baldwin, a lead teacher at the private Anastasis Academy, where art is central to everything done in the classroom. “If they don’t have a lot of experience or don’t feel like they are good at anything in the arts, it becomes a personal insecurity issue.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But she points out that teachers don’t have to be experts to open up the door for students. There are experts willing to share their knowledge online, not to mention collaborations with local and state arts organizations to support this kind of work.\u003c/p>\n\u003cp>Elizabeth Peterson often feels out of her depth in visual arts, but that doesn't mean she discourages it in her class. “I’m not a very good illustrator, but if you bring it into your classroom, some of your students might be,” she said. “Having an atmosphere of being open to various art forms is all your students need.”\u003c/p>\n\u003cp>Despite calls for more art in schools, artistic ability often isn’t recognized as a skill equal to computer coding or engineering by society. Many parents want their kids to study something that clearly leads to a stable job. Until the arts are held in high esteem, they will always come second in traditional schools, Baldwin said.\u003c/p>\n\u003cp>“Even if parents say they value the arts, they still have that ingrained industrial method of education that people have a hard time letting go of,” Baldwin said. And, in her opinion, it's very hard to be creative within the narrow limitations of what traditional school and its standards ask kids to do. “You can’t be creative when you are in a box, when you have no way to make your own choices and decisions,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some teachers using an arts integration model, like Elizabeth Peterson, are working to help teachers understand how art can be built into any kind of classroom. A big part of that is being able to pitch the idea to administrators and defend what might look like some whacky practices to people who wander into the classroom on a given day.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_20784","mindshift_1040","mindshift_20789"],"featImg":"mindshift_38972","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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