final full arts integration taea presentation
TRANSCRIPT
Full Arts Integration
Maggie Leysath & Chad BronowskiFull Arts Integration
Chad BronowskiBowling Green State UniversityBachelor of Science (2009) Biological Sciences with Departmental HonorsBachelor of Science (2009) ChemistryLamar UniversityMasters of Education (2015) Educational LeadershipCertified Science 8 12.4th Year at Onalaska. 5th Year Teaching
Maggie LeysathCertified in E/LA and Art 1998Taught in both public and private settingsIn tenth year at Onalaska ISDIn eighth year as art teacher for grades 7-12Masters of Arts in Art Education (MAAE) in 2011 from Stephen F. Austin State UniversityOwner of The Studio since 2012Lamar Doctoral Program August 2015
Research beginningsPioneer DaysEdmodo Art Ideas for CoreCoequal Arts IntegrationThe Research: Chemistry/Ceramic Integrated Activities
Two day event for entire districtCombined pioneer arts and crafts with core and non-core class learning objectivesStudents presented research and connections to core classes for credit
Pioneer Days
Pioneer Days
Art studentsResearch projects examining the arts and crafts of pioneer days.What arts and crafts were prominent in the pioneer days?Which of those arts and crafts are still in practice today?Students interviewed community members who practice a craft that was pioneer craft in the past.Students report results of research and interviews to their class and during the Pioneer Days Event.
The pit kiln
blacksmith
The geometry of quilting
Edmodo Web group
Art ideas for core page
The code
Folder system
How it worksRather than me trying to integrate math, science, language arts and history into my art class I decided to make it easy for core and non-core teachers to integrate arts into their classes.I have folders for all four core classes, Spanish, and Theatre.I included a folder for research Ive done and found, my pinerest page, and an inspiration folder.I also have a visual thinking folder as well as folders specifically for our elementary campus.
The math folder resources
What is full integration?Another term is coequal and it means that art learning objectives are equal to chemistry learning objectives.Students learn to throw, glaze development, and aesthetics.
Definitions Bresler (1995) defined the term arts integration in several ways.Infusion a particular subject integrated across the curriculum;Interdisciplinary traditional subject boundaries are maintained while aligning concepts and content from one discipline with those of another discipline;Holistic approaches the needs of the whole child are addressed and include physical, moral, affective, cognitive, and spiritual dimensions;
Interdisciplinary using different disciplines to consider a problem and synthesizing those perspectives in order to gain a more general account;Metadispciplinary practices comparison within one discipline;Transdisciplinary a concept examined in a political and a physical discourseDefinitions
The ways in which arts integration are practiced were further defined by Bresler (1995) as subservient and coequal. Subservient arts integration allowed teachers to include modes of expression other than verbal or numerical without development of aesthetic awareness, specific artistic skills, or critical reviewing. Definitions
The less common arts integration practice was termed coequal and required arts discipline-specific skills and knowledge. Bresler observed aesthetic qualities and higher-order cognitive skills in the coequal approach.
Definitions
Just take a deep breath and move slowly
Chemistry students throw their own bowls. These bowls will be glazed in the glaze formulation these students develop in their chemistry class.
Ceramics and chemistry We decided to see what would happen if we combined ceramics and chemistry
We planned three activities1. Testing clay shrinkage and vitrificationSignificant Numbers2. Glaze DevelopmentMoles3. Increase of glaze recipe using atomic weightStoichiometry
Whos Involved?
The administration: Gave ApprovalTwo Teachers: Chemistry Teacher Chad Bronowski and Art Teacher Maggie LeysathAll Chemistry and Ceramic Students: 47 chemistry students and 14 ceramics students.
Ceramics and chemistry
Activity OneStudents made tiles with a 10 centimeter rule on it and set up their notes for further testing.
They also weighed it when wet and then again when dry.Ceramics and chemistry 010
Activity OneStudents made tiles with a 10 centimeter rule on it and set up their notes for further testing.
After the first firing they: 1. Measure and check their notes. 2. Weigh the tile dry 3. Weigh the bisque fired tile before and after soaking in water overnight 4. Determine how much of the clay body weight has been absorbed into the clay body.Ceramics and chemistry
Activity TwoStudents began by coming to the ceramics class and throwing pots. Ceramic students threw bowls specifically for the project.
Ceramics and chemistry
Ceramics and chemistry Activity TwoStudents go to chemistry lab and experiment with different combinations for four different glaze formulations.
Activity Two
Students choose the glaze that is the most aesthetically appealing. Each class chooses the best glaze from its groups for a total of 4 different glazes.Ceramics and chemistry
Activity Three
Students increase the chosen glaze formula to equal ten pounds of dry glaze. They mix the glaze and apply it to the bowls thrown especially for the project.Ceramics and chemistry
Research Questions
Increased engagement?Increase in academic achievement in chemistry?What barriers were there to the project?Ceramics and chemistry
The FutureWe do one activity per six week grading period.We have just gotten to the glaze formulation activity and will be doing that in the next two weeks.We expect to continue the combined activities into next semester, possibly with a Raku activity.Ceramics and chemistry
The research questions guiding this study were:
In what ways does the full integration of arts instruction influence the core subject classroom regarding academics?Ceramics and chemistry
In what ways does the full integration of arts instruction influence the core subject classroom regarding engagement?
Ceramics and chemistry
What barriers are encountered and overcome in the full integration of arts into the core subject classroom?
Ceramics and chemistry
What artifact can you provide that best exemplifies the experience of full art integration into a core classroom?
Ceramics and chemistry
ResourcesBresler, L. (1995). The subservient, co-equal, affective, and social integration styles and their implications for the arts. Arts Education Policy Review, 96(5), 31-43. Retrieved from http://www.taylorandfrancisgroup.com/
Ceramics and chemistry
Resources to check out on your own:
Check out my Edmodo page. Join the Art Ideas for Core with the code: phfi64Aprill, A. (2010). Direct instruction vs. arts integration: A false dichotomy. Teaching Artist Journal, 8(1), 6-15. doi:10-1080/15411790903393004Burnaford, G., Aprill, A., & Weiss, C. (Eds.). (2009). Renaissance in the classroom. New York, NY: Routledge.
Ceramics and chemistry
Davis, J. (2008). Why our schools need the arts. New York, NY: Teachers College press.Eisner, E. (1998). The kinds of schools we need: Personal essays. Protsmouth, NH: Heinemann.Fisk, E. (Ed.). (1999). Champions of change: The impact of the arts on learning. Washington, DC: The Arts Education Partnership.Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass
Ceramics and chemistry
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.Scripp, L. (2012). Partnerships in arts integration research (PAIR) comprehensive report.(PAIR Report Part 3A). Retrieved from Partners in Arts Integration Research (PAIR) website: http://www.pairresults.org/downloads/PAIR3.pdf
Ceramics and chemistry
Web Siteshttp://artsedge.kennedy-center.org/educators/lessons.aspx
http://legacy.mos.org/sln/leonardo/
http://anethicalisland.wordpress.com/2013/04/03/more-on-being-a-21st-century-educator/
http://anethicalisland.wordpress.com/2013/04/03/more-on-being-a-21st-century-educator/
Ceramics and chemistry
Contact us Maggie:[email protected]
Chad:[email protected]
Contact Maggie for this powerpoint.