WGU C105 Elementary Visual and Performing Arts Methods: Development & The Arts 100% Pass

WGU C105 Elementary Visual and Performing Arts Methods: Development & The Arts 100% Pass 10 Building Blocks of successful arts integration (AI) 1. Philosophy of education 2. Arts literacy: content and skills 3. Collaborative planning 4. Aesthetic learning environments 5. Literature as a core art form 6. Best practices 7. Instructional design: structure and routines 8. Differentiation 9. Assessment for learning 10. Arts partnerships AI central beliefs include.... 1. strong values for diversity, 2. creative inquiry, 3. active learning (heads-on, hearts-on, hands-on learning), and 4. student independence How is Arts Integration philosophy divided? (otherwise known as the five Ps) It is divided into.... 1. people, 2. places, 3. principles of learning, 4. programs, and 5. pedagogy. What are the basic beliefs about pedagogy? They are summarized by using the six Ts of effective teaching: *Talk. *Tasks. *Texts *Time *Transfer * Tests (students "show they know.") Characteristics of Artful Teachers • Enthusiasm for engaging and stretching all students through the arts • Desire to learn new research, theories, and methods related to the arts • Passion about the power of the arts to transform student learning • Flexibility to change schedules and materials and take advantage of teachable moments • Openness to experiment with creative variations on strategies • Collaborative planners willing to co-teach with artists • Creative problem solvers who seek diverse solutions to learning problems • Optimism about teaching and reaching all children through instruction that is differentiated using arts-based strategies • Humor to create a positive learning climate and to deal with problems • Artistry in which one-of-a-kind imprints are made on each child by the teacher's unique personality and style • Mentorship of students by sharing personal abilities and interests (e.g., teachers who play instruments, write poetry, paint, or dance), which causes students to choose to apprentice themselves to these "masters" • Relationships with students that form the core of classroom discipline • Courage/confidence to make mistakes and not be threatened by the opinions of nay sayers AI embraces a ______ view of learning developmental/constructivist Important constructivist tenets embodied in AI 1. Communication 2. Meaning is created by each person based on his or her background experiences. 3. Arts-based teaching activates all the perceptual senses 4. Processing of Wholes and Parts. 5. Response (Children become responsible when they are taught appropriate ways to respond) 6. Transformation (connect new ideas to old ideas as learning transforms from, for example, written to visual) 7. Drive for Independence. 8. Conscious and Unconscious Learning 9. Intrinsic Motivation and Depth of Learning 10. Social Influences 11. Places 12. Programs 13. Pedagogy AI envisions teachers in the following roles.... • Specialists and generalists • Mentors and models • Collaborators in co-planning and co-teaching • Facilitators and coaches • Managers, directors, and guides • Talent scouts • Co-learners with students • Motivators • Assessors and evaluators Three common misconceptions about learning 1. The constructivist view of learning is psychological (correct), not brain-based 2. We use our WHOLE brain (correct); there's no left-right brain dichotomy 3. It has not been established that there is a "sensitive period between the ages of 4 and 10 during which children learn more quickly, easily, and meaningfully"(correct) Researchers have tried to make sense out of the concept of creativity by using what four angles? 1. Observing creative people, especially adults. 2. Studying the stages or process. 3. Identifying influences. 4. Developing an interactive theory. What does "CPS" stand for? Creative Problem Solving What are the 3 parts to CPS? 1. Before: Get Ready 2. During/Drafting: Make Sense by Connecting 3. After: Responses and Solutions Describe the "Before: Get Ready" part of CPS 1. Set purpose: Problem is presented or found. 2. Motivate: Display "can do, will do, want to do" attitude. 3. Propose solutions: Preview, predict, brainstorm. Describe the "During/Drafting: Make Sense by Connecting" part of CPS 1. Gather data/find facts: Read, research, observe, interview. 2. Explore and experiment: Visualize, empathize, SCAMPER (substitute, combine, adapt, modify, put to use, eliminate, reverse/rearrange). 3. Question/clarify: Utilize meta-comprehension/fix-ups. 4. Focus: Zoom in to critique details. Zoom out for patterns. 5. Time-out: Realize incubation period. 6. Insight: Infer Ah ha! conclusions. 7. Connect and transform: Summarize, synthesize, and organize using FFOE and metaphorical thinking. Describe the "After: Responses and Solutions" part of CPS 1. Reflect and evaluate: What works? (preset criteria) 2. Revise: Edit, reorganize, elaborate. 3. Publish: Make public or visible with performance, exhibits, etc. Ways to boost creative thinking 1. Brainstorming steps 2. Question frames 3. Take a time-out. Listen to music or do something physical 4. Turn mistakes into opportunities Ways to increase appropriateness 1. Increase concreteness. (Add pictures, props, labels, charts, name tags) 2. Move from easy to more difficult 3. Repeat activities and plan time for exploration 4. Teach key points explicitly 5. Use more hands-on activities for those lacking verbal skills 6. Design challenge so students feel successful 7. Instead of praising work, use "I see ..." statements 8. Provide mixed group work in the arts to use "peer power." What does IDC stand for? It stands for a teaching procedure that involves introduction, development, and conclusion Introduction, development, and concluding (IDC) strategies are the backbone of ______ . instruction All arts-based learning is problem centered and often results in making ________ . " invisible learning visible. (How can you show _________?" through drama, dance, music, or visual art is a central question.) Ten best teaching practices for arts integration 1. What you teach is who you are. Teachers show "arts confidence" and display enthusiasm for the arts. 2. Inside-out motivation. Intrinsic motivation is activated by focus on understanding, interests, choices, clear goals, and group work. 3. Engagement and active learning. Arts strategies are used to engage the head, heart, and hands in problem solving that transforms ideas. 4. Creative problem solving. The arts are given equity in the literacy curriculum with the CPS process center stage in teaching how to use the arts as communication tools to make meaning. 5. Explicit teaching. Mini-lessons directly teach the why-what-how-when-where of arts concepts and skills. Transfer is explicitly addressed by teachers and specialists. 6. Apply-practice-rehearse. Teachers coach students as they practice using specific feedback that produces higher quality work. 7. Aesthetic orienting. Teachers slow it down and teach students to use all their senses to understand, especially observing carefully to find evidence to ground interpretations. 8. Process and product. Arts processes are emphasized over products. Examples are used more often than models. Dictated art is avoided. 9. Management: behavior, time, and materials. Expectations and limits are clear. Flexible time blocks and predictable routines structure learning, but there is time for personal interest and to explore using authentic arts materials that unlock thinking. 10. Independence and self-discipline. Students become independent as they gain control of body, voice, and mind and learn persistence. They learn important work habits including self-help fix-ups. Aesthetic Development Stages *Stage 1: Favorites. Children like to pick favorites and talk about personal connections. *Stage 2: Subject matter. Focus on representational art; the more realistic, the better. The artist's skill is admired. *Stage 3: Emotions. Concern is for emotional stimulation, the more intense the better. Now the person has more than a personal preference. *Stage 4: Style and form. The viewer now understands that art is socially and culturally influenced and is important because of its meaning-making capabilities. Color, texture, space, and form are analyzed as the person judges the competence of the artist to create new perspectives. *Stage 5: Autonomy. Judgments are made on a personal and social basis. Identify five findings from the research that would support the value of teaching the arts (p.141-148) The four categories that the National Core Arts Standards are divided into. 1. Visual Arts - Creating 2. Visual Arts - Presenting 3. Visual Arts - Responding 4. Visual Arts - Connecting What is the artistic developmental benchmark for 1-2 year olds? Random scribbling. Exploration of tools and materials, showing increasing fine and gross motor control. Single and multiple dots and lines (vertical, horizontal, diagonal, and wavy) produce some 20 basic scribbles that eventually include loops, spirals, and circles Based on Piaget's stages of development, why would a child's artwork from ages 1-2 appear as random scribbling? This is when children begin to gains control of body actions What is the artistic developmental benchmark for 2-7 year olds? Shape making. Scribbles begin to be intentionally used to make basic shapes or diagrams. Children combine shapes and use overlapping. Eventually, the shapes form aggregates (three or more diagrams together). Based on Piaget's stages of development, why do shapes appear more evident from ages 2-7? This is when children begin to think with images and symbols What is the artistic developmental benchmark for 3-5 year olds? symbol making. Lopsided geometric shapes are made. Mandalas and suns are drawn and evolve into human figures. At first, arms and legs stretch from the head. Eventually, torsos emerge and human figures are drawn with more and more completeness. Based on Piaget's stages of development, why do symbolic images begin to emerge from ages 3-5? This is when children begin to think with images and symbols in a more complex way What does DBAE stand for? Discipline-Based Art Education What are 5 mental actions that can be taught to activate mental art or visualization? (1) transfer background memories into temporary visual memory, (2) zoom in on details, (3) embellish images, (4) rotate images, and (5) scan with your mind's eye What is "aesthetic scanning"? It's a scaffolded sequence in which students look closely at picture book art to describe the emotions, meanings, organization, and method by which the art was created