Beyond Arts Integration A New Approach to Learning Through the Arts Dr' Catherine RichmondCullen Eli

1
Beyond Arts IntegrationA New Approach to
Learning Through the Arts Dr. Catherine
Richmond-Cullen Elizabeth
Parry-Faist_at_ Dr. Catherine Cullen, 2006
2
Limbic System

• All learning must first pass through the
  attentional / emotional part of our brainno
  engagement, no attention, no learning.
• When you engage your limbic system (attention and
  emotion) through laughter or some sort of novelty
  it frees up the working memory and enables one to
  learn

3
Redundancy

• The brain organizes itself in many different
  ways. It requires redundancy to store
  information in long term memory.
• The arts provide opportunities for multiple ways
  of learning in different pathways of the brain.
  More paths more redundancy more learning
  stored for retrieval.

4
Statement of Learning

• Today you will learn how to apply your knowledge
  and skills as a teaching artist to instructional
  and assessment practices based on brain based
  research.

5
The PAR Lesson Framework
6
Elements and Principles of Art

• Students require criteria upon which to complete
  any assignment if it is to be evaluated by the
  instructor.
• Texture
• Contrast
• Repetition

7
Arts and Humanities Standards

• Production, performance and exhibtion
• Historical and cultural references
• Aesthetics
• Critique

8
Statement of Learning

• Today you will learn how to apply your knowledge
  and skills as a teaching artist to instructional
  and assessment practices based on brain based
  research.

9
(No Transcript)
10
Statement of Learning

• Today you will learn how to apply your knowledge
  and skills as a teaching artist to instructional
  and assessment practices based on brain based
  research.

11
Functions of the Brain

• Linguistic
• Visual / Spatial
• Memory
• Executive Functions / Attentional
• Perceptual / Motor

12
Core Process

• Connect search in long term memory
• Organize attend to the information received
• Reflect retell, summarize and link events
• Extend Use new learning authentically

13
Redundancy

• The brain organizes itself in many different
  ways. It requires redundancy to store
  information in long term memory.
• The arts provide opportunities for multiple ways
  of learning in different pathways of the brain.
  More paths more redundancy more learning
  stored for retrieval.

14
Brain Based Educators/Artists

• Acknowledge, tolerate and celebrate normal
  variation in students
• Recognize that learning is the result of
  nature/nurture interactions
• Understand that learning is a long developmental
  process from novice to expert
• Understand that there are alternative learning
  pathways and levels of different outcomes in
  specific parts of the brain.
• Draw on the multiple codes and modes of
  representation in designing instructional hints
  and clues and alternative instructional
  approaches
• Use multiples modes of assessment
• Have patience and compassion

15
Instructional Methodologies

• Daily review PMET and Metacognition,
  journaling, student demonstrations, discussions,
  daily practice on literacy skills for PSSA tests
  (all content is arts unit related)
• Presentation of new information Shared between
  artist and teacher. Strong use of visuals and
  differentiated instructional aides. Statement of
  learning involves learning in the arts and
  literacy. Both skill sets are fully articulated.
• Guided and independent practice
  activities/regrouping Teacher and artist guide
  student practice, cooperative activities,
  reteaching, practice and enrichment offered
  through student self-selected placement in
  appropriate group
• Formative review and assignments differentiated
  for all students
• Assessment Rubrics designed by teachers and
  artists, PA rubrics for writing and reading

16
The Five Big Ideas for Reading Instruction

• Phonemic Awareness
• Alphabet Recognition
• The Alphabetic Principle (Phonics)
• Vocabulary
• Receptive and Expressive
• Fluency
• Comprehension

17
Phonemic Awareness

• Segmentation (first sound isolation) What is the
  first sound you hear in mop?
• Segmentation (last sound isolation) What is the
  last sound you hear in mop?
• Segmentation (complete) What are all the sounds
  you hear in mop?
• Blending What word am I trying to say?
• Mmmmmm/ooooo/p

18
Alphabetic Principle

• The ability to associate sounds with letters and
  use these sounds to form words.
• Alphabetic Understanding words are composed of
  letters that represent sound.
• Phonological Recoding Using systematic
  relationships between letters and phonemes to
  retrieve the pronunciation of an unknown printed
  string or to spell words
• Regular word reading
• Irregular word reading
• Advanced word analysis

19
Fluency

• The ability to translate letters to sounds to
  words fluently and effortlessly.
• Automaticity effortless and fluent
• Fluency Accuracy and fluency, intonation and
  expression
• Passage Reading reading stories to provide
  practice and application of decoding and
  comprehension skills.

20
Vocabulary

• Expressive Vocabulary requires a speaker or
  writer to produce a specific label for a
  particular meaning.
• Receptive Vocabulary requires a reader to
  associate a specific meaning with a given label
  as in reading or listening.
• Economic advantage matters
• Welfare 616 words 5 affirmations 11
  prohibitions
• Working class 1,251 words 12 affirmations 7
  prohibitions
• Professional 2,153 words 32 affirmations 5
  prohibitions

21
Comprehension

• The complex cognitive process involving the
  intentional interaction between reader and text
  to convey meaning.
• Question answering
• Comprehension monitoring
• Cooperative learning
• Graphic and semantic organizers
• Story maps
• Question generation
• Summarization (retellings)

22
Before/During and After

• Before Reading
• Chunk Text into manageable segments
• Preview text and prime background knowledge
• Set comprehension objectives
• During Reading
• Identify text structural elements
• Answer literal, inferential and evaluative
  questions
• Retell stories or main ideas of informational
  tests
• After Reading
• Strategic integration
• Judicious review
• Formal and informal assessments

23
Story Map Organizer

• Setting Composition or Literal Meaning
• Characters Focal Point
• Theme Artists Intention / Title / Metaphors
• Events/Plot Conceptual Elements and Sequence
  (Implied Meaning and Symbolism)
• Conclusion Viewers Interpretation or Formal
  Analysis

24
PSSA Testing

• Current testing involves enabling students to
  know and be able to do all of the anchor
  assessments.
• Residency program will feature learning through
  the arts.
• Residency program will enable students to learn
  and be able to do all of the skills listed in the
  anchor assessments for Reading and Writing.
• Residency program will use state based
  evaluations such as the Reading and Writing
  Rubric to assess student growth and progress.