The Arts In Every Classroom: A Workshop for Elementary School Teachers
Three Schools, Three Approaches Getting Ready
The following information will help you focus and organize your professional development session.
- Examine how different schools expand the role of the arts, based on their culture, priorities, and personnel.
- Discover different ways that teachers collaborate to use the arts in their classrooms.
These are questions for your group to consider as you work through the session:
- How can meaningful arts education change teaching practice?
- What are various ways educators can collaborate to increase the presence of the arts in their classrooms?
Materials and Resources
- Videotape or broadcast of Program 7 — Three Schools, Three Approaches
- Handout: Ridgeway Elementary School (PDF)
- Handout: Drew Model School (PDF)
- Handout: Kingsbury Elementary School (PDF)
- Reading: Roles of Arts Specialists and Classroom Teachers (PDF)
- Reading: Comprehensive Arts Education (PDF)
Facilitator: Ask participants to review their understanding of the arts by discussing these questions:
- What are the arts?
- What do different art forms have in common with one another?
- What is arts education?
- How are the arts different from and similar to non-arts subjects?
workshop 1 What Is Art?
The Learner Teams and students explore the nature of theatre, music, dance, and visual art as they consider their own definitions for each art form. They watch an excerpt from Quidam, a surrealistic performance piece that combines the four art forms in unusual ways, and begin to explore connections between fantasy and reality.
workshop 2 Responding to the Arts
Learner Team members and students compare two multi-arts performance pieces from different eras, Quidam (1996) and Parade (1917). They discover how our perception of a work of art is influenced by what we know about the time and place it was created. They also explore how music can establish a mood, create their own vaudeville acts, and learn a process of critical evaluation.
workshop 3 Historical References in the Arts
Learner Team members and students examine costume designs for Parade, focusing on how the designs help convey character. They interpret works by painter René Magritte and choreographer Alwin Nikolais, discovering influences on the creators of Quidam. They also conduct research into the history of street performance and report their findings, in the role of art historian.
workshop 4 Creating a Multi-Arts Performance Piece
Learner Team members and students examine the elements of the classic journey as identified by Joseph Campbell. They then create a multi-arts performance piece that represents a journey story. They apply what they have learned in previous lessons in order to rehearse, critique, revise, and perform their work.
workshop 5 Designing a Multi-Arts Curriculum Unit
Learner Team members are introduced to a curriculum design process that asks teachers and students to focus on why rather than what — sometimes called backwards design. The teams begin to construct their own arts-based units of study, identifying enduring ideas and constructing essential questions that lead to carefully planned unit objectives and performance tasks.
workshop 6 The Role of Assessment in Curriculum Design
As the Learner Teams continue working on their own units, they examine strategies for determining how well students meet unit objectives. By revisiting the lessons in the first four programs, they discover how to build formative and summative assessments into the units that they are developing.
workshop 7 Three Schools, Three Approaches
Documentary segments filmed during the next school year show the Learner Teams planning and teaching arts-based lessons that grew out of work in the first six programs. Discussions at the end of the school year, facilitated by one of the workshop leaders, give the Learner Team members a chance to reflect on some of the developments in their teaching practice.
workshop 8 Building on New Ideas
More documentary segments show further work by the team members with their students, among themselves, and with colleagues. The end-of-year discussions continue, with team members reflecting on how their new initiatives in the arts have affected them and their schools, and offering advice for other teachers who want to bring the arts into their own classrooms.