{"content":{"sharePage":{"page":0,"digests":[{"id":"50698732","dateCreated":"1329703544","smartDate":"Feb 19, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/50698732"},"dateDigested":1532760227,"startDate":null,"sharedType":"discussion","title":"5 KEY VISUAL ARTS ELEMENTS","description":"Becoming (1) literate in art, (2) making social, cultural and historical connections to self, (3) engaqing in learning outside and beyond the classroom, (4) share in the rich diversity of their communities, and finally (5) becoming lifelong learners and advocates for art (my favorite) are essential elements towards cultivating the visual arts in our students.
\n
\nAt my placement at Stephen Gaynor, teaching children about North, South. East. West was integrated with the cultivation and usage of the visual arts. First, the whole class practiced facing the four directions inside the classroom. Then they out on their coats and we all lined up on W. 90th Street with blank 'canvases' of the 4 directions on a sheet of paper. When prompted, the sat and faced each direction and were asked to draw\/sketch what they see. They drew cars, dogs being walked, street signs, trees and whatever they wanted to include in their visual arts sheet. This ties in with the reading's component of how children begin to build and harness using details into their art at this age in learning to build up and "blow up" which details are important to them--and apply them to their own "inner" worlds of creativity. This was a good lesson on applying connection to self when integrating curriculum with Social Studies (directions) and reinforcing their immersion and learning via using visual arts. The children, as assessment, shared aloud what they noticed and drew (once we were back in the warmth) !","replyPages":[{"page":0,"digests":[{"id":"50698776","body":"-Dawny Chin","dateCreated":"1329703710","smartDate":"Feb 19, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"}},{"id":"50698972","body":"Revision to five strands and elements in the Visual Arts:
\n-Art Making - benchmark accomplishments.
\n-Literacy in the Visual Arts - reading\/writing\/accountable talk.
\n-Making connections - link to other curriculum discipline.s
\n-Community & Cultural resources - expanding into the rich NYC cultural resource.s
\n-Careers and Lifelong learners - reinforces goal-setting, planning, independent work and team work.","dateCreated":"1329704163","smartDate":"Feb 19, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"}}],"more":0}]},{"id":"50524886","dateCreated":"1329298704","smartDate":"Feb 15, 2012","userCreated":{"username":"klb409","url":"https:\/\/www.wikispaces.com\/user\/view\/klb409","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/50524886"},"dateDigested":1532760227,"startDate":null,"sharedType":"discussion","title":"Visual Arts & its Key Elements","description":"The five keys elements to integrating the visual arts into an interdisciplinary curriculum include:
\n1. Art making
\n2. Literacy in the visual arts
\n3. Making connections
\n4. community and cultural resources
\n5. careers and lifelong learning
\n
\nI think that at a very basic level these have been implemented in my current student teaching placement. Students are encouraged to create art work to accompany written work, they look at the pictures in books and other reading and discuss it, and they have gone to museums and such on field trips. However, I think these five elements hit at something a but deeper. Visual art here is intended to be used as the focus for students, not as an aid or just a fun activity. They would be encouraged to determine what story a picture tells and its historical meaning, rather than as a tool to use if they are struggling with the reading. Thus, although I do see visual arts being used I do not think they are integrated in a way that would best benefit the students.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"49904556","dateCreated":"1328114524","smartDate":"Feb 1, 2012","userCreated":{"username":"NicoleHarmantzis","url":"https:\/\/www.wikispaces.com\/user\/view\/NicoleHarmantzis","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49904556"},"dateDigested":1532760227,"startDate":null,"sharedType":"discussion","title":"Visual Arts","description":"The five elements that contribute to integrating the visual arts into the curriculum include: (1) Art Making, (2) Literacy in the Visual Arts, (3) Making Connections, (4) Community and Cultural Resources, and (5) Careers and Lifelong Learning.
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\nIn my current 5th grade placement, the students participate in a program called Learning Through Art (LTA) which is connected to the Guggenheim Museum. A teacher and an assistant from the museum work with the students once a week to create art. My CT informed me that the program culminates with an exhibition of the students\u2019 art work in the Guggenheim museum. This is evidence of the 5th element \u2013 careers and lifelong learning.
\n
\nThe students also engage in discussions about art work. Once, the teachers projected pieces of art on the Smart Board and gave students a chance to write a few words about their impression of the pieces. Then they shared their thoughts with the class. This is an example of the 2nd element \u2013 developing art literacy. They discussed why the piece may have been created and what message the artist wanted to convey.
\n
\nThe students have created a variety of art projects. They have painted portraits of their classmates to go along with individual poems. They also created sculptures of heads using pipe cleaners after studying an artist. They also drew sketches and designed clothing. They are currently sewing the clothes. These are all examples of the 1st element \u2013 art making.","replyPages":[{"page":0,"digests":[{"id":"49920972","body":"LTA sounds very great! It sounds like a great way for the school to integrate art and community resource by using the Guggenheim museum.
\nThe later example is a great way to do art and something that I bet my students would love to do.
\n-Colleen","dateCreated":"1328127782","smartDate":"Feb 1, 2012","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"49900166","dateCreated":"1328110905","smartDate":"Feb 1, 2012","userCreated":{"username":"ymc227","url":"https:\/\/www.wikispaces.com\/user\/view\/ymc227","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317591551\/ymc227-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49900166"},"dateDigested":1532760227,"startDate":null,"sharedType":"discussion","title":"Five Key Elements","description":"The five key elements in the visual arts are: art making, literacy in the visual arts, making connections through visual arts, community cultural resources, careers and Lifelong learning in the visual arts. In my Fall semester of 2011 student teaching, I got a chance to see the students creating their own self-portraits using paint. The teacher taught them vocabulary words that are important in the field of art. When it came to painting, students learned to observe details like their hair color and type, eye color, skin color, etc. The teacher also provided them with outside the classroom learning when the kids visited a museum and learned about how other artists make their own self-portrait. My CT read a book to them to reinforce their literacy skills. I thought this was a fantastic idea. The students got to see a connection between what they were learning in the classroom with the outside world.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"49899198","dateCreated":"1328110003","smartDate":"Feb 1, 2012","userCreated":{"username":"emilynaumann1","url":"https:\/\/www.wikispaces.com\/user\/view\/emilynaumann1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49899198"},"dateDigested":1532760228,"startDate":null,"sharedType":"discussion","title":"5 key elements visual arts","description":"Emily Naumann
\n
\nExploring Careers ad Lifelong Learning- students learn about careers in the field of visual, develop social, personal, and professional goals and plans, as well as gain an appreciation of art.
\nCommunity and Cultural Resources- students work with community groups and resources to expand their learning.
\nMaking Connections Through Visual Arts- students understand the significance (cultural, societal, historical) of art and make connections to other areas of study.
\nDeveloping Art Literacy- students sharpen their observation skills, learn necessary art vocabulary, as well as basics of principle and design in order to discuss, write about, and interpret artworks.
\nArt Making- students work on art projects in order to learn about media, composition, and design as well as deepen creative, observational, and expressive skills.
\n
\nStudents participated in an icebreaker activity in which each student was asked to design a symbol on a cardboard card which represented him or her. Students then shared their symbols with the class and gave a brief explanation of how their symbol related to them\/their life\/interests\/family\/etc. This activity is in line with the art making element in that students create their own art work as a way of expressing information. The cards were then used together to construct a classroom house of cards.
\nThe combined 2nd\/3rd grade class was studying NYC\u2019s geography and landmarks (historical, modern, natural). The class had taken several field trips to various NYC landmarks, parks, rivers\/bridges, etc. as well as looked at maps of the city. Students were then asked to contribute to a whole class effort toward constructing a map of New York City on the classroom floor. Students used their knowledge of NYC geography and landmarks in order to build a map using classroom objects (blocks, Legos, pencils, etc.) as well as their own illustrations, clay models, paper cut-outs, toothpick bridge sculptures, etc. This activity required students to utilize their knowledge and understanding of NYC\u2019s geography and landmarks in order to design a classroom model of the city which included much of their own artwork.","replyPages":[{"page":0,"digests":[{"id":"50699144","body":"I really liked the first activity in giving each student a VOICE at the beginning of the year as well as building classroom community. I even wanted to do it. The idea of a representation really fosters encouraging students to think deeply about what is important to them, representing it in a physical medium, and involves discussing the feelings behind the visual art project. Teh final construction of a house of cards is in essence how art is built and represented in the world--the collaboration of different artists tied together in their individualism and unique differences.","dateCreated":"1329704500","smartDate":"Feb 19, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"}},{"id":"50699698","body":"-Dawny","dateCreated":"1329705596","smartDate":"Feb 19, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"}}],"more":0}]},{"id":"49893648","dateCreated":"1328103242","smartDate":"Feb 1, 2012","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49893648"},"dateDigested":1532760228,"startDate":null,"sharedType":"discussion","title":"Five Key Elements","description":"Stephanie Taylor
\nThe five key elements to integrating the visual arts into an interdisciplinary curriculum are art making, literacy in the visual arts, making connections through visual arts, community cultural resources, careers and Lifelong learning in the visual arts. I have seen some examples in my either this semester placement or past placement. One example is that my parents participated in art class where they made their own pieces of visual art such as paintings and clay structures of themselves. Another example is that students are often allowed to draw pictures that go with their stories sometimes I have seen them draw their pictures of their stories before they have even written them and there are other times when I have seen them draw them afterwards. Another example is that their are often pictures in their read alouds that are always shown to the students. Another example is that they have been to museums to see artwork, artifacts from a different time such as the time of the Native Americans.","replyPages":[{"page":0,"digests":[{"id":"49897770","body":"I have also seen how museum work is extremely beneficial for creating art and studying professionals in the field.
\n
\n-Sarah Parker","dateCreated":"1328108835","smartDate":"Feb 1, 2012","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"}}],"more":0}]},{"id":"49891728","dateCreated":"1328099837","smartDate":"Feb 1, 2012","userCreated":{"username":"brittanyhan","url":"https:\/\/www.wikispaces.com\/user\/view\/brittanyhan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49891728"},"dateDigested":1532760228,"startDate":null,"sharedType":"discussion","title":"five key elements","description":"The five key elements to integrating the visual arts into an interdisciplinary curriculum are art making, integrating literacy into the visual arts, making connections, investigating community and cultural resources, and considering careers and the process of lifelong learning.
\n
\nAt ps 57 and BNS students were able to engage in art marking, the act of creating art where students gain\u201d skills, knowledge and appreciation\u201d for art, in their art classes. I was not able to observe the art classes, but with the completed work they would bring back to the classroom I could tell they learned different artistic skills and strategies using different materials.
\nAt BNS they were given the opportunity use community and cultural resources through active engagement with institutions, studios, museums, exhibits, etc. to \u201cexpand their horizons\u201d enhance school instruction. While they were learning about the holocaust, they visited the Anne Frank and Jewish museums and looked at and analyzed primary documents and photographs and art pieces to further their learning and understanding of the topic. It was an effective and interesting resource for the students to gain a deeper perspective of the topic.","replyPages":[{"page":0,"digests":[{"id":"49893816","body":"I really liked how the students are able to use art to help them understand history and a time that is often very difficult to understand especially for students in elementary school. Its also a good way to keep students interested in learning about history when it is interactive and also it seems for real for them through the primary sources rather then just learning through a textbook.
\n-Stephanie Taylor","dateCreated":"1328103579","smartDate":"Feb 1, 2012","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"49891242","dateCreated":"1328097871","smartDate":"Feb 1, 2012","userCreated":{"username":"kac546","url":"https:\/\/www.wikispaces.com\/user\/view\/kac546","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49891242"},"dateDigested":1532760228,"startDate":null,"sharedType":"discussion","title":"5 Key Elements","description":"The five key elements to integrating visual arts into an interdisciplinary curriculum are:
\n- Making Art
\n- Literacy in the Visual Arts
\n- Making Connections
\n- Community and Cultural Resources
\n- Careers and Lifelong Learning
\n
\nTwo specific examples where I have seen elements of visual arts implemented into the curriculum was this past semester at PS 126. During my experience in a K-1 self contained classroom I noticed that the arts played a huge role for both teaching and learning in this classroom.
\n
\nIn science, my students learned about the body parts of an insect, specifically \u201cWhat Makes An Insect, An Insect\u201d in comparison to a bug. During the unit, students made their own insects (which was used as a formative assessment) using provided arts and craft materials. The students used egg cartons, pipe cleaners, markers, and clay to create any insect they wanted (or imagined) as long as it had the necessary body parts needed to be an insect (6 legs, a thorax, eyes abdomen, a head, and antennae).
\n
\n Also, in this classroom, students created self-portraits every month (usually with a theme, for example \u201cWhen I grow up I see myself a...\u201d). By creating new portraits every month one was able to determine the students\u2019 growth with fine motor skills as well as how they saw themselves.
\n
\nIt was so refreshing to be in a lower grade placement where elements of the arts were frequently implemented, I wish I were able to see more room for creativity and the implementation of visual arts in my upper grade placements.
\n
\nK. Connolly","replyPages":[{"page":0,"digests":[{"id":"49893718","body":"I really liked your example about how the students created self-portraits every month. I think that is so important to determine student's growth through a arts task and to really understand how students view themselves. I think that is a very important aspect of teaching that would really help us understand our students. I also agree that arts should be more integrated into the older grades as much as it is in the younger grades.
\n-Stephanie Taylor","dateCreated":"1328103434","smartDate":"Feb 1, 2012","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"49888470","dateCreated":"1328081102","smartDate":"Jan 31, 2012","userCreated":{"username":"smarositz","url":"https:\/\/www.wikispaces.com\/user\/view\/smarositz","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49888470"},"dateDigested":1532760228,"startDate":null,"sharedType":"discussion","title":"Visual Art","description":"Five key elements for visual arts integration:
\n1. Art Making
\n2. Integrating Litearcy into the visual arts
\n3. Making connections
\n4. Investigating community and cultural resources
\n5. Considering careers and the process of lifelong learning.
\n
\nIn my second placement at PS 333 I was in a first grade class and each lesson had an art component to it. In math we constantly drew pictures to represent numbers. For our science experiements on matter we would draw viles of liquid that we thought best represented things like 'foamy' or 'transparent.' Our social studies unit was about changes over time and the students created a quilt with old toys on one side and new toys on the other. We also did a cross curicular study of habitats, specifically the polar region. Our study of habitats began with a 'shoebox' project in which students had to reconstruct the animals environment. For this students also had to create a report describing their animal and how they were best adapted for that environment. I was impressed and slightly jealous the level of creativity and art skills from these first graders. To complement the polar region work in science and social studies I decided to read 'Polar Bears Past Bedtime.' Each day we would transform into Jack and Annie and pretend to be in the book. In addition to the theatrics of walking like bears, growling, and flying in a magic tree house we created polar bear masks together. The polar bear mask is a key part of the book because Jack and Annie need to 'become a the bear' in order to survive. We colored, cut, and assembled our masks and for our final reading on my last day we wore our masks and acted out the book.","replyPages":[{"page":0,"digests":[{"id":"49905694","body":"It's awesome that you were inspired by the art work that the students were doing in their classes! The students are able to learn through a variety of media.","dateCreated":"1328115419","smartDate":"Feb 1, 2012","userCreated":{"username":"NicoleHarmantzis","url":"https:\/\/www.wikispaces.com\/user\/view\/NicoleHarmantzis","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"49888304","dateCreated":"1328079575","smartDate":"Jan 31, 2012","userCreated":{"username":"yuribaughman","url":"https:\/\/www.wikispaces.com\/user\/view\/yuribaughman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/49888304"},"dateDigested":1532760228,"startDate":null,"sharedType":"discussion","title":"Visual Arts","description":"The five key elements to integrating the visual arts into a interdisciplinary curriculum are as follows:
\n
\nArt Making
\nLiteracy in the Visual Arts
\nMaking Connections
\nCommunity and Cultural Resources
\nCareers and Lifelong Learning
\n
\nAt my first student teaching placement at the Children\u2019s Workshop School, the students were given many opportunities to integrate art into what they were doing in the classroom. For instance, they always drew pictures to go along with the stories or poems that they wrote, and on field trips, such as a community walk through the school\u2019s neighborhood and a trip to the Brooklyn Bridge, students sketched what they saw or observed in their notebooks. The art program at the school was also very encouraging and gave students many opportunities to work with different materials and do a variety of creative projects. For example, students and families were asked to decorate tiles with drawings, pictures, and\/or objects to represent who they were in order to create a giant collage or quilt to show what kind of school or community they were as a whole. As a student teacher, I was even able to participate in this activity, which I loved. Each family was given the choice to decorate their tile however way they wanted to creatively and artistically, using any materials or form of art, such as drawing or gluing on pictures or objects.
\n
\nIn my last placement at PS 75, my students learned about various techniques that artists used in their art, such as point of view or color choice, and were then asked to research on their own an artist of their choice. They created posters and timelines about the particular artist that they chose to research and then had presentations in class. In addition to this, they were asked to include a print out of a work of art made by the artist and then to create their own work of art that was inspired by or used similar techniques to those used by the artist.
\n
\nYuri","replyPages":[{"page":0,"digests":[{"id":"49888498","body":"Sounds awesome. I really like the idea of family art who refer to with Childrens Workshop School. For many parents they probably haven't been asked to creatively design and construct anything in a long time. Definitely a good learning experience for both parent and child.
\nResearching an artist sounds really interesting and is a great opportunity for kids. I feel like famous artists are left out of the typical school day because room is made for the history heroes.","dateCreated":"1328081326","smartDate":"Jan 31, 2012","userCreated":{"username":"smarositz","url":"https:\/\/www.wikispaces.com\/user\/view\/smarositz","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}