Using the Arts to Differentiate the Primary Curriculum

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Using the Arts to Differentiate the Primary Curriculum 作者: Mind Map: Using the Arts to Differentiate the Primary Curriculum

1. The Central Role of the Arts

1.1. Goetz argued that art has the ability to increase skills of "observation, abstract thinking, and problem analysis" (Smutny, p. 96).

1.2. By bringing performing arts into the classroom, you are able to try and meet needs of primary students.

1.2.1. Many children have shown to be more present in art than other subjects.

1.3. Creation has significance on cultural groups (Smutny, p. 97)

1.3.1. Being from different cultures, children are able to bring their different backgrounds to the table to share.

1.3.1.1. FEAPS 2D ""Respects students’ cultural linguistic and family background" correlates with the Central Role of the Arts idea of cultural differences in group work and the need to respect those differences. They are to be viewed positively.

1.3.1.2. FEAPS 2H ""Adapts the learning environment to accommodate the differing needs and diversity of students" touches on the fact that the environment itself should be accomidating to cultural differences.

1.3.1.3. ESOL 1.1.b: "Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels" outlines the need for cultural competence, while "The Role of Central Arts also happens to recognize that there is a need for this, too.

1.3.1.4. ESOL 2.1.e " Identify similarities and differences between English and other languages reflected in the ELL student population." allows children to recognize that being from different cultures allows for more ideas to flow and bounce off of one another in group setting.

2. Benefits of an Arts Infused Curriculum

2.1. Benefits of arts in cognition and affective arenas

2.1.1. Personal Connection

2.1.1.1. Third grade teacher noted that arts are what is "inside of us" and "how we feel"

2.1.1.2. ESOL 2.1.e " Identify similarities and differences between English and other languages reflected in the ELL student population." reminded me of this personal connection aspect of cognition because though there may be differences for English Language Learner's, it does not mean that children can't find a means of connection.

2.1.2. Imaginative Discovery

2.1.2.1. First grade teacher believes that it has the ability to bring out a spark in children

2.1.3. Divergent, Creative Thinking

2.1.3.1. Arts can be used in math and science to break down walls that cause barriers to understanding

2.1.4. Invention

2.1.4.1. Second grade teacher noted how the selection of random items after a test provides independent creative work

2.1.5. Sense of Beauty and Artistry

2.1.5.1. Art all over the walls providing a change of scenery from electronics and concrete

2.1.6. Depth of Feeling

2.1.6.1. Inspiration and being "deeply moved" can lead a child to achieve the unimaginable

2.2. Arts allow children to create their own learning path (Smutny, p. 99).

3. Arts Applications

3.1. "Arts can link the world of sensibility, feeling and creating to the world of inquiry, reason, and investigation" (Smutny, p. 100).

3.1.1. Music

3.1.1.1. In terms of math lesson: "counting, adding, evoking mood, coordinating sounds, feeling, sensing" (Smutny, p. 100).

3.1.2. Dance

3.1.2.1. In terms of math lesson: "measuring, shaping, exploring, miming" (Smutny, p. 100).

3.1.3. Theater

3.1.3.1. In terms of math lesson: "role-playing, impersonating, imitating, dramatizing" (Smutny, p. 100)

3.1.4. Visual Arts

3.1.4.1. In terms of math lesson: "Exploring images, reasoning spatially, analyzing distance, perspective"

3.2. FEAPS 3E "" Relate and integrate the subject matter with other disciplines and life experiences" fosters the idea of "Arts Applications" believing that the integration of a creative outlet into subjects can further understanding.

3.3. There is a difference between arts as a process and arts as a product

4. Looking Ahead

4.1. In future chapters, the arts used a resource for developing skills in young learners.

4.1.1. It looks into using a five step sequence in order to explore practical ways for teachers to differentiate (Smutny, p. 111).

5. Web Sites for Teachers

5.1. "The Arts in Every Classroom"

5.2. "Art in Action: Imagination Moves the Mind"

5.3. "Child Drama"

5.4. Kidz Clix

6. ESOL Connections

6.1. 1.1.b: "Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels"

6.1.1. In the chapter we see how they presented the idea of creation having an impact on culture. By recognizing the impacts that culture has while doing group work, children are able to bring their differences to the table to bounce ideas off of one another

6.2. 2.1.e " Identify similarities and differences between English and other languages reflected in the ELL student population."

6.2.1. Using the arts as an application in other subjects to gain a better understanding.

7. FEAPS Connections (Florida Educator Accomplished Practices)

7.1. 2D:

7.1.1. "Respects students’ cultural linguistic and family background"

7.1.1.1. This correlates to this chapter in particular because a portion of the chapter was spent discussing how culture plays a role in group work as well as respecting family differences that are brought to the table.

7.1.1.1.1. See the "Central Role of Arts" section p.97; "Creation has has significance on cultural groups"

7.2. 2H

7.2.1. "Adapts the learning environment to accommodate the differing needs and diversity of students"

7.2.1.1. This correlates to this chapter in particular because again it speaks of respecting the fact that cultural differences have the ability to spark new ideas and backgrounds should be respected

7.2.1.1.1. Central Role of Arts touches on cultural differences in group work.

7.3. 3E

7.3.1. " Relate and integrate the subject matter with other disciplines and life experiences"

7.3.1.1. This correlates to the chapter, most specifically subtitle "Arts Applications" as it works to apply art to the other subjects, as it has the ability to break down walls that were causing confusion in material.

7.3.1.1.1. "Arts Applications" explains how teachers can link different creative outlets into subjects to further understanding