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Teachers — Training of
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Interdisciplinary Approach in Education
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1.

What Is Arts Integration? [electronic resource]

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Presents three instructional models for integrating the arts: independent instruction, team-teaching, and collaborations with community resources. Challenges teachers to consider the best fit for their community of teachers and learners. Also explores informal, complementary, and interdependent curricular connections, with examples of what these different types of arts-integrated instruction look like in the classroom.
Online
2005
2.

Why Integrate the Arts? [electronic resource]

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Explores how integrating the arts with other subjects can benefit middle school students by raising the level of student engagement, addressing diverse learning styles, establishing the relevance of learning, and providing alternative ways to communicate.
Online
2005
3.

How Do We Collaborate? [electronic resource]

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Illustrates a variety of teaching partnerships that allow teachers to integrate the arts by collaborating with fellow teachers and visiting artists, and by utilizing community resources.
Online
2005
4.

What Roles Do Students Take on? [electronic resource]

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Examines the artistic process of creating, performing, and responding. Films students assuming various roles as they research, write, plan, design, direct, create, perform, and critique.
Online
2005
5.

What Are Connecting Concepts? [electronic resource]

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Focuses on one of the keys to planning good integrated units, finding concepts that can connect learning in different disciplines. Films how teachers organize instruction around themes and through concepts.
Online
2005
6.

What's the Big Idea? [electronic resource]

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Demonstrates how to plan and teach toward important understandings that have lasting value. Live-action filming of arts-integrated instruction captures the moment when students make deeply personal connections to what they are learning.
Online
2005
7.

Identifying What Students Are Learning [electronic resource]

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Investigates ways to evaluate student learning in and through the arts. Shows teachers using arts-based performance tasks to assess student understanding.
Online
2005
8.

Reflecting on Our Practice [electronic resource]

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Explores methods for assessing instructional practice in arts-based instruction. Films teachers reflecting alone and interacting with colleagues to evaluate and refine their planning and teaching. To conclude, the discussion group models a protocol that allows teachers to draw on the expertise of colleagues to refine their practice.
Online
2005
9.

Principles of Artful Teaching [electronic resource]

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Program opens with teachers sharing passionate insights about why they teach the arts to young people. Then short classroom segments illustrate how arts teachers employ seven principles of artful teaching to meet the needs and imaginations of their students. Workshop participants explore how these principles can affect their own teaching. Subsequent sessions will examine each principle in depth, with examples from dance, music, theatre, and visual art.
Online
2005
10.

Developing Students as Artists [electronic resource]

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Participants explore how arts teachers help students develop knowledge and fundamental skills while providing opportunities for creativity and independence. First, a dance teacher gives senior students leadership responsibilities and coaches them in their choreography projects. Then a theatre teacher mentors stagecraft students who are responsible for the technical aspects of a dance concert. In an intermediate visual art course, a teacher builds on students prior learning in a foundation course. Finally, a vocal music teacher works with two classes: students learning to read music and an advanced jazz ensemble.
Online
2005
11.

Addressing the Diverse Needs of Students [electronic resource]

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Participants meet a visiting theatre artist who takes advantage of the different backgrounds and learning styles of ninth-graders to help them understand and embrace the playwriting process. A visual art teacher brings top honors art students and students with disabilities together, so they can learn from each other. As a music teacher works with different classes, but addresses needs common to all students. Finally, in a movement class for non-dance majors, teachers help students explore human anatomy.
Online
2005
12.

Choosing Instructional Approaches [electronic resource]

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Demonstrates that Arts teachers take on a variety of roles, and use many different instructional techniques as they engage with their students; that they can be instructors, mentors, directors, coaches, artists, performers, collaborators, facilitators, critics, or audience members. In this session, participants follow a vocal music teacher as she takes on different roles in order to encourage students to find creative solutions to artistic challenges. Next, an acting teacher becomes a facilitator as his students report on research about theatre history. Then a visual art teacher guides her students in a drawing assignment, varying her approach based on the students individual needs. Finally, two dance teachers engage students in critical analysis of a painting, as a way to encourage [...]
Online
2005
13.

Creating Rich Learning Environments [electronic resource]

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Demonstrates how Arts teachers create a safe environment where students feel free to express their thoughts and feelings and take creative risks. In this session, participants meet an Acting I teacher help students let go of their inhibitions and an Acting II teacher encourage students to take creative risks as they interpret monologues. In a dance class, a teacher asks students to work closely in pairs so they can study subtle aspects of movement technique. In a visual art department, the teachers work together to create a community that gives students multiple outlets for artistic learning. Finally, a music teacher builds his students confidence and skills as they learn the basics of improvisational singing.
Online
2005
14.

Fostering Genuine Communication [electronic resource]

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Demonstrates how Arts teachers communicate with students, and students communicate with each other, in respectful ways that encourage communication of original ideas through the arts. Participants meet a dance teacher whose students draw choreographic inspiration from poetry and sign language. A visual art teacher gives her commercial art class a fanciful assignment that enables them to communicate a concrete idea through several visual media. A theatre teacher encourages student interaction around the dramatization and staging of fables. Finally, a vocal music teacher asks her students to use descriptive praise to critique the performance of a fellow singer.
Online
2005
15.

Nurturing Independent Thinkers [electronic resource]

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Demonstrates how Arts teachers use formal and informal strategies to assess their students progress and to modify their own teaching practices. Participants meet a vocal music teacher who splits his choir into groups that give each other feedback; he also has students tape-record themselves during rehearsal, so he can judge their individual progress. A dance teacher critiques original choreography by a student and asks her peers to participate in the process; this feedback helps the student deepen the impact of her work. Next, theatre teachers give an in-depth critique to a student, and then ask him for feedback on their teaching. Finally, a visual art teacher helps students develop their observation and analysis skills throughout their high school careers, so they learn to be their [...]
Online
2005
16.

Making the Most of Community Resources [electronic resource]

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Demonstrates how Arts teachers can develop relationships with community members and organizations by bringing artists into the classroom, taking students beyond school walls, and asking students to draw inspiration from the voices of their community. Participants observe a guest choreographer who challenges the students with her working style and expectations. A visiting theatre artist helps playwriting students develop monologues based on interviews with people in the neighborhood. A visual art teacher and her students work with community members to create a sculpture garden in an empty courtyard at their school, drawing inspiration from a nearby sculpture park. A band teacher invites alumni and local professional musicians to sit in with her classes, giving students strong musical [...]
Online
2005
17.

Introducing Arts Education [electronic resource]

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"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."
Online
2003
18.

Expanding the Role of the Arts Specialist [electronic resource]

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Three arts teachers work with colleagues in their schools, using collaborative techniques that go beyond the traditional work of arts specialists. Kathy DeJean is a dance artist at Lusher Alternative Elementary School in New Orleans; Mary Perkerson is the visual art teacher at Harmony Leland Elementary School in Mableton, Georgia; and Amanda Newberry is the theatre specialist at Lusher.
Online
2003
19.

Teaching Dance [electronic resource]

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Two teachers with contrasting training and approaches to teaching bring rich dance experiences to students at their arts-based schools. Kathy DeJean, the dance specialist at Lusher Alternative Elementary School in New Orleans, promotes inquiry and self-expression in a multi-grade dance class. Scott Pivnik, 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.
Online
2003
20.

Teaching Music [electronic resource]

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Two music specialists from arts-based schools demonstrate different approaches to serving diverse student populations. At Harmony Leland Elementary School in Mableton, Georgia, all 500 students study the violin. Their classes with Barrett Jackson become lessons in character and discipline. At Smith Renaissance School of the Arts in Denver, Sylvia Bookhardt and a class of fifth graders explore the Renaissance through choral singing.
Online
2003