Arts in Every Classroom: A Video Library, K-5
Filmed in elementary schools around the country this workshop shows K-5 classroom teachers and arts specialists in dance, music, theater and visual arts using the arts in a variety of successful ways. The programs will show the specialists at work, present new ideas for Arts in the General classroom and the challenges of Organizing for the Arts.
1. Introducing Arts Education — This program includes three segments: What Is Arts Education? shows a montage of insights from teachers and administrators, plus examples of successful arts instruction in classrooms across America. What Are the Arts? presents teachers, administrators, students, and parents who offer thoughtful and sometimes humorous comments on what the arts mean to them. In How Do You Know They’re Learning? educators from several schools tell how they know if their students are “getting it.”
2. Expanding the Role of the Arts Specialist —Three arts teachers go beyond their traditional work by using collaborative techniques with colleagues around their school.
3. Teaching Dance — Two teachers with contrasting training and approaches to teaching bring rich dance experiences to students at their arts–based schools. A former physical education teacher at P.S. 156 (The Waverly School of the Arts) in Brooklyn, New York, uses African dance as a gateway to geography, writing, and personal growth for a class of second–graders.
4. Teaching Music —Two music specialists from arts–based schools demonstrate different approaches to serving diverse student populations. At an elementary school in Mableton, Georgia, all 500 students study the violin. Their classes become lessons in character and discipline. At Smith Renaissance School of the Arts in Denver, a class of fifth–graders explores the Renaissance through choral singing.
5. Teaching Theater —Two specialists work on basic theatre skills with children of various ages, and use theatre education as a gateway to other kinds of learning.
6. Teaching Visual Arts —Two visual art specialist teachers use contrasting interpretations of the human face to explore inquiry–based instruction and various techniques in visual art.
7. Developing an Arts-Based Unit — A team of first– and second–grade teachers at an alternative elementary school in New Orleans plans a year–end project that will let students show what they have learned in science, math, and English. The students write and perform an original play, using a painting by Breughel and an opera by Stravinsky as their starting points.
8. Working With Local Artists —Students and teachers at P.S. 156 (The Waverly School of the Arts) in Brooklyn, New York, benefit from the school’s established relationships with artists from local organizations. This program focuses on a first–grade class creating original works with visiting artists — a dancer and a writer.
9. Collaborating With a Cultural Resource — A fourth–grade teacher and a museum educator in New Orleans collaborate to develop a unit of study with ties to language arts, social studies, and visual art. Students explore the work of a well–known artist, visit an exhibition of his work, meet for a drawing lesson alongside the Mississippi River, and create poems and pictures that they proudly display to their parents.
10. Bringing Artists to Your Community —Successful collaborations between classroom teachers and artists who come for a residency enrich the curriculum of this rural school in Idalia, Colorado. A visiting actor brings story–telling and vocabulary to life for kindergarten and fourth–grade students and their teachers, while a musician engages first– and third–grade students in writing songs that relate to subjects they are studying.
11. Students Create a Multi-Arts Performance — A team of arts specialists and classroom teachers guides kindergarten and fourth–grade students in creating an original work based on Cirque du Soleil’s Quidam. The program presents highlights of the creative process, including brainstorming about characters’ emotions, creating speech and movement for the characters, constructing costumes, and performing.
12. Borrowing From the Arts To Enhance Learning —To add vitality and context to day–to–day learning experiences, three teachers use techniques drawn from the arts that engage their students’ minds, bodies, and emotions.
13. Leadership Team — At an elementary school in New Orleans, the principal works closely with a Leadership Team of classroom and arts teachers. The team’s central role in management is part of a long–term strategy to protect the school’s commitment to arts–based learning.
14. Three Leaders at Arts-Based Schools — Three administrators provide instructional leadership and solve day–to–day challenges at arts–based schools serving diverse student populations.
A Million Thanks
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