ELEMENTARY VISUAL & PERFORMING ARTS METHODS
Introduction:
As a teacher, it is important to understand how the visual and performing arts connect to and support other academic subjects such as math, science, literature, and social science. Developing these connections into a usable resource will be valuable for future lesson planning and curriculum integration in the classroom.
Requirements:
Complete the attached “Matrix Template” to show the connections between the visual and performing arts and academic subjects by doing the following:
A. Identify an elementary grade level that will be the focus of your matrix.
1. Identify one standard for each of the four arts areas in the matrix: visual arts, music, dance, and theater.
2. Identify one standard for each of the four academic areas (math, science, literature, and social science) for each arts area (visual arts, music, dance, and theater) in the matrix.
Note: It may be possible to use the same academic standard for more than one of the visual and performing arts areas.
B. Complete the following for each box in the matrix:
1. Identify one research-based instructional strategy (e.g., cooperative learning, direct instruction, indirect instruction) that could be used to teach the connection between the standards identified in parts A1 and A2.
a. Justify (suggested length of 1-2 sentences) your choice of the instructional strategy.
2. Recommend one specific artistic work by an artist that supports the selected strategy in teaching the connection to the specified grade level. (Example: The Mona Lisa by Leonardo da Vinci, The Crucible by Arthur Miller, “Imagine” by John Lennon, “The Virginia Reel,” etc.) Video Links may be included.
Note: The matrix boxes will expand as you type to accommodate your complete responses. You may continue with the project requirements for parts C, D, E, and F in a narrative in the same document after the matrix, or you may submit a separate attachment.
C. Discuss (suggested length of 1/2–1 page) an activity based on the instructional strategy and artwork selected in part B in which the visual arts could be integrated into one of the academic areas (math, science, literature, or social science).
1. Justify how the activity makes the connection between the visual arts standard and the academic standard identified in the matrix.
D. Discuss (suggested length of 1/2–1 page) an activity based on the instructional strategy and artwork selected in part B in which music could be integrated into a different academic area from the one chosen in part C (math, science, literature, or social science).
1. Justify how the activity makes the connection between the music standard and the academic standard identified in the matrix.
E. Discuss (suggested length of 1/2–1 page) an activity based on the instructional strategy and artwork selected in part B in which dance could be integrated into a different academic area from the ones chosen in parts C and D (math, science, literature, or social science).
1. Justify how the activity makes the connection between the dance standard and the academic standard identified in the matrix.
F. Discuss (suggested length of 1/2–1 page) an activity based on the instructional strategy and artwork selected in part B in which theater could be integrated into a different academic area from the ones chosen in parts C, D, and E (math, science, literature, or social science).
1. Justify how the activity makes the connection between the theater standard and the academic standard identified in the matrix.
G. When you use sources, include all in-text citations and references in APA format.
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Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section. |
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