The Arts in Every Classroom: A Video Library, K-5: Bringing Artists to Your Community
Successful collaborations between classroom teachers and artists in residence enrich the curriculum of this rural school in Idalia, Colorado. A visiting actor brings storytelling and vocabulary to life for kindergarten and fourth-grade students and their teachers, while a musician engages first- and third-grade students in writing songs that relate to subjects they are studying.
The Arts in Every Classroom: A Video Library, K-5: Students Create a Multi-Arts Performance
A team of arts specialists and classroom teachers at Lusher Alternative Elementary School in New Orleans guides kindergarten and fourth–grade students in creating an original work based on Cirque du Soleil’s Quidam. The program presents highlights of the creative process, including brainstorming about characters’ emotions, creating speech and movement for the characters, constructing costumes, and performing.
The Arts in Every Classroom: A Video Library, K-5: Borrowing From the Arts To Enhance Learning
To add vitality and context to day–to–day learning experiences, three teachers use techniques drawn from the arts that engage their students’ minds, bodies, and emotions. In Denver, a teacher uses rhythm, color, movement, and hands–on projects to engage her class of fourth and fifth grade boys. In White Plains, New York, third grade students create short skits that help them understand the concept of cause and effect. In Lithonia, Georgia, a fifth grade social studies unit on family history culminates with students using favorite objects to make visual representations of their lives.
The Arts in Every Classroom: A Video Library, K-5: Three Leaders at Arts-Based Schools
Three administrators provide instructional leadership and solve day–to–day challenges at arts–based schools serving diverse student populations. In Brooklyn, principal Martha Rodriguez–Torres describes her role as "politician, social worker, parent, and police officer," and says that her primary responsibility is to "provide teachers the resources they need to fulfill the program." In Georgia, principal Sandra McGary–Ervin encourages use of the arts to achieve the school’s priority goal of literacy. And in Denver, assistant principal Rory Pullens uses his own arts background to ensure that the arts play a prominent role in day–to–day learning.
The Arts in Every Classroom: A Video Library, K-5: Leadership Team
At Lusher Elementary School in New Orleans, principal Kathleen Hurstell Riedlinger works closely with a Leadership Team of classroom and arts teachers. The team’s central role in management is part of a long–term strategy to protect the school’s commitment to arts–based learning. We meet individual members of the team and see them work together on a diverse agenda, including the school’s annual Arts Celebration, the increased demand for enrollment from outside the school’s neighborhood, and orientation of new teachers to the school’s arts–based curriculum.
Connecting With the Arts: What is Arts Integration?
This program presents three instructional models: independent instruction, team teaching, and collaborations with community resources. You will explore informal, complementary, and interdependent curricular connections and see examples of what arts integrated instruction looks like in the classroom.
Connecting With the Arts: How Do We Collaborate?
This program illustrates a variety of teaching partnerships. You will see how teachers integrating the arts can benefit from collaborating with fellow teachers, visiting artists, and community resources.
Connecting With the Arts: What's the Big Idea?
This program is about planning and teaching toward big ideas. You'll see how arts integrated instruction enables students to make deeply personal connections to what they are learning.
Teaching Foreign Languages: Meaningful Interpretation
This workshop for K–12 foreign language instructors is designed to help you evaluate your teaching practice by examining a research topic from the national standards produced by the American Council for the Teaching of Foreign Languages as they apply across languages and skill levels. In this session, you will examine methods for building up students' interpretive skills in order to move them beyond literal comprehension and toward a deeper interpretation of authentic texts. You will examine how to create effective interpretive tasks that tap into students' background knowledge while fostering critical thinking skills. Additionally, you will consider methods of selecting appropriate authentic texts, such as art, film, folktales, advertisements, and books, based on cultural and interdisciplinary content. The workshop features the work of leading researchers and the reflections of practicing teachers in a lively round-table discussion format. Classroom examples are shown throughout the video segments in order to illustrate the ideas being discussed.
Teaching Foreign Languages: Person to Person
This workshop for K–12 foreign language instructors is designed to help you evaluate your teaching practice by examining a research topic from the national standards produced by the American Council for the Teaching of Foreign Languages as they apply across languages and skill levels. Focusing on interpersonal communication, this session addresses the importance of classroom conversations. You will explore how different teaching approaches encourage or discourage meaningful interaction and analyze the patterns of communication that exist in your classroom. You will then add to your repertoire of effective communication strategies and plan for classroom interactions that help students improve their communication skills while learning content. The workshop features the work of leading researchers and the reflections of practicing teachers in a lively round-table discussion format. Classroom examples are shown throughout the video segments in order to illustrate the ideas being discussed.