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COMPLETE WORKBOOK

All of the worksheets, guides, checklists and resources from the course in one download!

ThE CrEaTiVe mInDsEt

BLUEPRINT

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GROUP RESISTANCE POINTS READY RESPONSE

Arts Educators Replacement

Lack of integrity to the arts skills/process

Becoming a “dumping ground”

Learn from them.

Ask for their thoughts and insights.

Support their efforts too.

Classroom Educators No Time

Not an artists

“One more thing”

Gather resources

Start with their access point

Show how it already weaves into what they are doing.

RESISTANCE CHEAT SHEET

Materials:Illustration #13 by NC Wyeth

Robinson Crusoe

Chapter 27 excerpt

paper, pencils, tablet, etc.

Watercolor paper and paints.

Extensions:Compare the art of NC Wyeth to that of his son, Andrew and grandson

Jamie. How do each of these artists share a story?

What elements are the same and different in how they share their

point of view?

lesson seedsREADING THE ArtC O M M O N C O R E R E A D I N G A N D V I S U A L A R T

CONTENT FINE ARTS

CCSS.ELA Literacy.RL. 4.1, 4.2, 4.3, 4.6, 4.7

Visual Art: 2.1 and 2.4

Objectives

Assessm

ent:

1. Students visually study Robinson Crusoe Illustration No. 13 by NC Wyeth using this Puzzle, Think, Explore technique. Create a categorized list of student responses.

2. Ask students to now look at the colors, light and dark shading, and textures of the print and summarize this scene from the point of view of the Captain. Then, have them do the same thing from the point of view of Robinson Crusoe.

3. Provide students with an excerpt from Robinson Crusoe for Chapter 27, found here. Ask them to read the selection carefully to find any comparisons between the text description and their previous ideas of the scene based on the illustration.

4. Compare the textual nuances of phrasing, word choice, and voice to the use of shading, textures and color used in the illustration. Do they match? How so? How does the illustration capture the feeling of the text? Provide an opportunity for students to compare and contrast in small groups these (and other) questions of inquiry.

5. Groups can present their findings to the whole class and engage in a discussion on the similarities and differences between the text and the illustration in capturing the scene.

6. Have students reflect on how reading printed text and reading a visual art print are the same and different and what decoding techniques you need to use for each source.

Alternate Point of ViewRobinson Crusoe is told from the point of view of Robinson himself. Have students re-write the selection they read from the point of view of the captain and then sketch an illustration that utilizes texture, color and shading to support and convey the captain’s point of view of this moment.

Content Area: Fine Arts Area: Lesson Title:

Grade Level: Duration: Teacher:

Integrated Lesson Plan | EducationCloset

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Standards and Alignment

Content Area Standard(s): Fine Arts Standard(s):

Big Idea: Essential Question:

21st Century Skills:

Key Vocabulary:

Vertical Alignment

Before Lesson: During Lesson: After Lesson:

Materials List:

Integrated Lesson Plan | EducationCloset

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Instructional Delivery (guided, collaborative, and self-directed)

Student Learning Outcome(s):

Pre-Engagement:

Focal Lesson:

Integrated Lesson Plan | EducationCloset

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Reflection Opportunities

Student Reflections Prompts:

Teacher Reflection Prompts:

Assess and Extend

Content Assessment:

Arts Assessment:

Content Extension: Arts Extension:

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Everyone has a personal “access point” - another content area that they connect with or enjoy. This worksheet will help you narrow down your personal access point and use that as a springboard to creating an integrated lesson.

Classroom Educator

MY ACCESS POINTS

I am a... Arts Educator Leader

When I am home alone, I like to...

These are some skills that I have which I am proud of...

Look at what you like to do when you are home alone AND your skills. What content areas do either/both of these connect with:

Math

English/Language Arts

Social Studies

Science

Engineering

Technology

Visual Art Design

Music

Theater

Dance

Select up to 2 of the areas you checked above - think about how what you teach can be connected through your personal access points. Brainstorm here:

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PROCESS PRODUCT

Step-by-step technique

Break apart and put back together

Strategic choice opportunities

Analysis of compositions

Creating alone and with others

Replicas and sequencing mastery

Deep understanding of parts to whole

Ability to think critically and problem-solve

Critical thinking and reflection for future work

Market-tested outcome and collaborative work

PROCESS/PRODUCT GUIDE

------------ leads to this ------------ >

We know from research and practice that when you focus on the process, you’ll get a better product. Here are some examples of creative processes and the products that they can foster:

Now it’s your turn! Think about the processes that you use in your classroom - both in your own teaching practice and in the opportunities you offer students. ALTERNATIVE: if it helps to start with the products your students (or you) create and then work backwards to think about what processes they need to accomplish those products, go ahead and do it that way.

PROCESS PRODUCT------------ leads to this ------------ >

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Directions: Go read this teacher strengths survey from WeAreTeachers: http://www.weareteachers.com/blogs/post/2015/04/03/teach-to-your-strengths Then, come back and fill in this quick reflection worksheet

Creativity

TEACHER STRENGTHS SURVEY

Based on the article, my strengths are:

Curiosity Open-Mindedness

What this tells me about myself is....

My students need ____________________________________________________________.

How are my strengths serving this need?

How are my strengths NOT serving this need?

Perspective

Courage Kindness Optimism Results-Oriented

Discipline Independence Collaboration Fairness

Self-Control Humor

“Look Fors” in an Arts Integration Lesson

Lesson: ________________________________

Teacher: _______________________________

Subject Content: __________________ Art Form: ________________

Is the curriculum from both areas being taught?

Are the objectives from both the content and the arts being addressed in the lesson?

Is there a natural connection between the content and the arts objective?

Is there a high level of student engagement?

Is there a seamless flow between the disciplines during the lesson?

Are assessments being used across both disciplines to guide instruction?

Are the arts elements posted?

Is there a common vocabulary being used/posted across disciplines?

Notes/Comments:

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Use this go-to checklist for creating massive buy-in right away for your integration initiative!

30 DAY BUY-IN JUMPSTART

STEP 1: FEATURES AND BENEFITS LIST

Remember that features are the tangible qualities of a program and benefits are the results you’ll see. Start with benefits first!

BENEFITS to this approach: FEATURES of this approach:

STEP 2: Show first, then Tell.View a sample AI Lesson/School

Showcase a strategy at a staff meeting

Invite students to share a strategy you used

Share a video of a lesson you did at a school event

_______________________________________

STEP 3: Invitation to Start Small.Watch a lesson/strategy in your room

Try a simple strategy in their classroom

Bring in a teaching artist

Provide 1 extra collaborative planning

__________________________________

STEP 4: Celebration

Pick a celebration “routine” for catching great moments - even the small ones!

Share successes and challenges at a staff meeting

Create a “Celebrate-able Moments” board in the staff lounge

Create a video highlights reel and share at the end of the year

_______________________________________

PROCESS

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CLASSROOM (2-6) ARTS (2-3)

At least two different perspectives (ie: primary and secondary level, english and math, etc)

1 Naysayer

2+ Risk-takers with positive focus

People who already make connections to other content areas

People who actively look for ways to be a part of the school community in a positive way

1 Naysayer

TEAM CHECKLIST

When thinking about building a collaborative team for integration, be sure to remember these folks:

LEADERSHIP (2-6) COMMUNITY (2-3)

Team leaders (may overlap with classroom/arts group)

Administration

Student leader (optional and most appropriate for upper middle/high)

Business leaders

Parents/PTA members

Local arts council members

Non-profit organizations

Your team should have no more than 10 people when you are first starting. Who’s on YOUR LIST?

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Need some ideas for ways to collect evidence of learning through integration? Try these!

EVIDENCE COLLECTION CHEAT SHEET

Student Interviews

Thinking Routines and Journal Entries

Post-It Statements and Inquiries

Artistic critiques

Videos/transcriptions of the project process

Portfolios of assignments and the process

Student or Teacher Blogs

Surveys

Concept Map

Compositions

Student peer reviews

Social Media post (Facebook, Instagram, Twitter, Pinterest) - can be modified with paper version

Performance

Content Area Arts Area

Arts Integration Peer Review

Teacher’s Name: ______________________________ Date: ___________________

Reviewer’s Name: _____________________________ Grade Level: ___________

Stated Objective

Things I Noticed about the Classroom Setup:

Student Engagement Observations:

Here are Some Great Ideas I Observed:

You May Also Want to Consider:

Things I Learned from You:

Collaborative Planning Framework planning

The purpose of collaborative planning is to work together across content and arts areas in order to analyze student

strengths and challenges and to develop arts-integrated lessons which address both areas equitably. This means that

educators from both the content-area/grade-level classroom and the arts educator(s) must be present and come to the planning table ready to provide insights and possible suggestions for an integrated unit or lesson.

The possibilities for how to set-up collaborative planning are endless. While the most ideal situation would be a

dedicated planning time when both educators can work together face-to-face, there are other options that can be

used to supplement or support this model. Especially due to time-constraints, schedules and staffing, the ideal situation is not always feasible. If this is a scenario you face, alternatives could be answering the framework questions

or standard alignments through email or in an online community (such as Blackboard, Google Docs, etc). This front-loaded planning can help to save time when you are able to meet face-to-face.

In the following pages, you will find a series of essential collaborative planning questions for any arts-integrated lesson or unit you are trying to develop. These will help to guide your work and frame the conversations that will lead you to

creating meaningful integrated lessons. You will also find a checklist of items to bring to collaborative planning meetings, or to use as you work through developing your lessons and/or assessments. Finally, there is a series of

templates that you can use to walk you through the collaborative planning process.

If you have any questions, please feel free to contact me directly at susan@educationcloset.com or by phone at

443.821.1088. I am always happy to help!

Collaborative Planning Framework planning

PRE-PLANNING

Start by filling out the grid on the following page. Move from left to right to help you begin to focus on what specific

topic you’d like to explore in an arts-integrated unit/lesson. Be sure to think about each question from both the content and the arts area perspective, as well as note any common themes, skills or processes that emerge from your

brainstorm. This can be done either face-to-face or individually.

COLLABORATIVE PLANNING

After completing the pre-planning matrix, use that analysis to determine what lesson/unit you will plan, what standards

you will align, and the assessments you will use. If at all possible, this should be done face-to-face.

LESSON DESIGN AND IMPLEMENTATION

Finally, use your collaborative planning matrix to design your lesson. Fill in each of the components, implement the

lesson (either together or in the classroom) and use the assessments to drive your next pre-planning session.

PRE-PLANNING MATRIXWhat topic/big idea do we

want our students to explore?

What skills, processes and knowledge do our students already have

surrounding this topic?

What skills, processes and knowledge do our students already have

surrounding this topic?

What skills, processes and knowledge in this topic are a

challenge to our students?

What skills, processes and knowledge in this topic are a

challenge to our students?

CONTENT AREA: ARTS AREA: CONTENT AREA: ARTS AREA:

COMMON SKILLS/PROCESS/KNOWLEDGE IN BOTH AREAS:COMMON SKILLS/PROCESS/KNOWLEDGE IN BOTH AREAS:

COMMON SKILLS/PROCESS/KNOWLEDGE IN BOTH AREAS:COMMON SKILLS/PROCESS/KNOWLEDGE IN BOTH AREAS:

COLLABORATIVE PLANNING MATRIXWhat do we want our

students to learn about this topic/idea?

What do we want our students to learn about this

topic/idea?

How do we know they have learned?

How do we know they have learned?

What do we do if they have not learned?

What do we do if they have not learned?

What are we doing to extend learning for those

students who have learned?

What are we doing to extend learning for those

students who have learned?

CONTENT: ARTS: CONTENT: ARTS: CONTENT: ARTS: CONTENT: ARTS:

TOGETHER:TOGETHER: TOGETHER:TOGETHER: TOGETHER:TOGETHER: TOGETHER:TOGETHER:

Use the Art as an Imagination Ignitor1.

Look at each work and select 2-3 ELEMENTS that stand out to you:

___ Shape ___ Texture ___ Color ___ Form ___ Line ___ Space ___ Value

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Type to enter text

Use the Elements as a Connection Conductor2.

Look at each element you selected. Write the content/concept that you teach which could make a natural connection through this artwork:

________ Shape ________ Texture ________ Color ________ Form ________ Line ________ Space ________ Value

Examples: 2D/3D Shapes in Geometry Shape Instrument choice in music Texture

3. Select ONE idea to turn into a lesson seed.

Example: Japanese Fan Art

Identify:

Who do I need to work with? ________________________

What resources do I need? __________________________

How can I assess this equitably? _____________________

Art as an Imagination Ignitor1.Name of work & artist: ________________________________ Medium: ____________________

Select 2-3 ELEMENTS that stand out to you:

___ Shape ___ Texture ___ Color ___ Form ___ Line ___ Space ___ Value

Elements as a Connection Conductor2.Write the content/concept that you teach which could make a natural connection through this artwork:

________ Shape ________ Texture ________ Color

________ Form ________ Line ________ Space ________ Value

3.Circle the ONE you want to create as a lesson & identify:

Who do I need to work with? ________________________

What resources do I need? __________________________

How can I assess this equitably? _____________________

1. Art as an Imagination Ignitor

Name of work & artist: ________________________________ Medium: ____________________

Select 2-3 ELEMENTS that stand out to you:

___ Shape ___ Texture ___ Color ___ Form ___ Line ___ Space ___ Value

2. Elements as a Connection Conductor

Write the content/concept that you teach which could make a natural connection through this artwork:

________ Shape ________ Texture ________ Color

________ Form ________ Line ________ Space ________ Value

Circle the ONE you want to create as a lesson & identify:

Who do I need to work with? ________________________

What resources do I need? __________________________

How can I assess this equitably? _____________________

3.

Content Standard

Integrated Content

Standard

Essential Question

Assessment Type

Lesson Activities

Data/Scores What does the data tell

us?

Assessment Alignment Map

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Directions for use:

1. Write your lesson standards in the correct columns. These should be naturally-aligned objectives for your integrated lesson.

2. What is your essential question that you would like your students to think about? Remember that essential questions do not contain a right or wrong answer, but rather cause students to think deeply about a topic and explain their reasoning.

3. Write the type of assessment that you will be using to measure student growth in this lesson. A rubric? A selected response? Write a brief description about the assessment you plan to use and make sure that it is measuring the objectives you listed at the front of the chart.

4. Give a brief, 1-2 sentence description of your lesson activities. This could also be a bulleted list. How are you engaging your students in the thinking process?

5. After completing steps 1-4 of the chart, use this to guide your instruction. Donʼt worry about the last two columns until after you are done with your instruction of the lesson.

6. After you administer the assessment, record the scores for that assessment. You may choose to record the scores of all the students in your class, a targeted group of students, or the class average. While the choice is yours, be sure that you have enough data to reflect on the effectiveness of your lesson and think about moving students forward.

7. What are the next steps for this topic/concept/unit based upon the data youʼve recorded? Did your assessment align with and measure the objectives you listed? Was the lesson clear and cohesive? Were students able to think through the essential questions? What factors caused this lesson to be a success or to need improvement? Write your reflections and engage in a conversation about this data.

Assessment Alignment Map

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Integration Assessment Pinboard

Common Core Math Common Core Language Arts

Additional Core Contents:Science, Social Studies, Technical, Fine Arts

21st Century Skills

Skill Mastery

• Multiple Choice• Short Answer• Visual Representation• Fill in the Blank• Models

Use of Practices

• Project-based learning (architecture, design, simulation)

• Movement sequences• Composition• Process descriptions/drawing• Product Development

Reading and Language

• Notation and Symbols• Use of Vocabulary• Rhythmic Read-

Alouds• Staircasing Complex

Pieces for Reading (music, art, dances, plays)

Writing and Speaking and

Listening

• Plays and Skits• Musical Phrases• Debates and

Enactments• Choreographed

Dance• Visual Thinking

Media Technology

• Tweet/140 character synthesis statement• Blog post• Wall post• Ignite! Presentation• App presentation

Skill Mastery

• Interactive Poll• Article• Data Analysis• Performance• Composition• Rubric

Relationship to Context

• Integrated project• STEM project• Gaming• Research and

presentation of findings

Application and Critique

• Design (costumes, scenery, skits, music, art)

• Build Websites• Improvisation• Peer reviews• Analysis of master work

The 4 C’s: Creativity, Collaboration, Critical Thinking,

Communication

• Tableau• Investigations• Hot-Seating• Business partnerships/internships• Wiki entries/Journal entries• Online Portfolios

Literacy Across Subjects

• Reading non-traditional texts (music, art, choreography)

• Sliderocket, Prezi and other Presentations

• Using web-based tools

Assessment Strategies Profile

These assessment strategies are suggested tools for measuring growth in selected content areas. This is far from a comprehensive list, but does give you ideas for authentic assessment design.

These strategies connect with:

• Common Core Math

• Common Core Language Arts

• Additional Core Contents

• 21st Century Skills

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POTENTIAL PARTNERS IN MY COMMUNITY

REACH OUT CHECKLIST

Arts Organizations (list them):

Local businesses (list as many as possible):

Non-profit organizations:

Service organizations (Kiwanis, Rotary, etc):

CONTACTS:

Name: Email: Phone: Social Media:

Name: Email: Phone: Social Media:

Name: Email: Phone: Social Media:

Name: Email: Phone: Social Media:

PROCESS

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List all the organizations in the “bucket” (business, non-profit, etc)

Find the name, email and phone in charge of marketing/media/partnerships

Follow the organization on social media (Facebook, Twitter, etc) and engage with them (like a post, ask a question, etc)

Email the organization and ask how you can support their goals for the community, while also helping to serve your students’ needs

Follow up 1-2 days later with a phone call

REACHOUT CHECKLIST

When reaching out to these partners, here’s a quick “to-do” list to make sure you’ve covered your bases.

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EMAIL SCRIPT

The following is a sample email script that we have used to reach out to organizations who would be interested in partnering with schools in support of integration initiatives. **Disclaimer: do NOT copy this word for word. People are smart and know when they are reading a form letter. Use this as an example and tweak it to fit your voice and objectives.

Hi [insert name],

My name is [insert your name] and I work at [insert school or district]. I noticed on your [insert social media account page OR local ad/announcement] that you are creating [insert product] and am very excited at the prospect of teaming up with you to help our students deepen their learning through arts integration. As an educator that is passionate about sharing innovative practices with my students, I wanted to reach out and see if there was a way that we could connect with you on this [insert product/project from above] in a collaborative way.

Currently, my classes and I are working on [insert project and discuss its features and benefits to students]. Additionally, we use similar processes like what you are sharing in your [insert project/product] and it would be a tremendous opportunity to bring real-world connections to life in and out of the classroom.

Would this be something you would be interested in exploring? I’d really like to be able to help support your project and connect our students with an outstanding connective opportunity. If you’d like more details, please let me know and I can send you some ideas on ways we can feature your support.

Thanks so much for your time - have a great day!

With gratitude,[Insert your name]

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Small, handwritten notes on distinctive paper

Celebration “Lift up notes” on a bulletin board in the staff lounge

Feature in the weekly/monthly newsletter

Video showcase at the end of the year

Quick email of appreciation

1-hour early leave coverage

Highlights at parent events

Complimentary lunch/morning muffin with a thank you note

Bulletin Board Showcase in the Front Hallway of Best Lessons of the Week/Month

CELEBRATION IDEA SHEET

Celebrating the integration process is so important! People need to be reassured and feel valued when trying something new. Remember to be strategic in your approach and that more is not always better. Select from a few of these options (or create your own):

Select 2 small items from your list and commit to them on a weekly basis. Pick 1 large recognition item (video showcase, parent event highlight, etc) for a big once-a-year celebration.

SMALL ITEMS: BIG CELEBRATION:1. 1.2.

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ARTS INTEGRATION EXEMPLAR CONTACTS

This is my personal “go-to” list of schools, teachers and leaders who are doing tremendous work in the field of arts integration. If you’d like to hear more about their work, connect with them for your own professional learning network, or view their samples, use the information below!

Anne Arundel County Public Schools, MDhttp://www.aacpsartsintegration.org/

Lucy School, Frederick, MDhttp://lucyschool.com

Walter Bracken STEAM Academy, NVhttp://schools.ccsd.net/bracken/

Des Moines Public Schools, IAhttp://artsintegration.dmschools.org/turnaround-arts.html

SCHOOLS/DISTRICTS: TEACHERS/LEADERS:

Bobby Riley, Principal at Integrated Arts Academy - Burlington, VThttp://iaa.bsdvt.org/

Dyan Branstetter, 3rd grade teacher at Manheim Township School District, PAbranstdy@mtwp.net

Elizabeth Peterson, 4th grade teacher in Amesbury, MA.http://theinspiredclassroom.com

Laura Grundler, Visual Art Coordinator, Plano Independent School District, TXhttp://grundlerart.com

Amy Traggianese, Elementary Visual Art Educator at Samuel Staples Elementary, Easton, CT.http://www.samuelstaplesps.org/pages/sses/School_Resources/HOTS

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CURATED VIDEO LIST

Need some videos to help people “see” what arts integration and STEAM looks like in action?TRY THESE!

How to build a STEAM academy: https://vimeo.com/107168572

Middle school science, drama and dance lesson: https://www.teachingchannel.org/videos/enhancing-learning-through-drama

How Arts Integration Deepens the Learning: https://youtu.be/cPbKUF2zbyw

Teaching through the Prism of Arts Integration: https://youtu.be/LoVGoiNrW10

Hard Fun: https://youtu.be/LRQ4ay0Ot9U

Kindergarten Arts Integration Lesson: https://youtu.be/X47zu0ou7bg

Moving through Math - How to Teach an Integrated Math Lesson: https://vimeo.com/77458574

Introducing Improvisation in the Classroom: https://vimeo.com/84647481

** Please note that none of these videos are mine - they are simply ones that I send people to watch time and again. They are high-quality representations and are provided by excellent educators. Please respect all copyright terms as identified in each video.