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What is arts integration?
Arts integration is instruction that integrates content and skills from the arts—dance, music, theater, and the visual arts—with other core subjects. Arts integration occurs when there is a seamless blending of the content and skills of an art form with those of a co-curricular subject.

Why do it?
Arts integration is highly effective in engaging and motivating students. It supports the academic achievement and improved social behavior of students while enhancing school climate and parental involvement. A rich array of arts skills and intellectual processes provide multiple entry points for students to approach content in other subject areas, while the arts instruction is likewise deepened through integration of content from the other subject areas. The arts provide students multiple modes for demonstrating learning and competency. It enlivens the teaching and learning experience for entire school communities. At its best, arts integration is transformative for students, teachers, and communities. The imaginations and creative capacities of teachers and students are nurtured and their aspirations afforded many avenues for realization and recognition.

How do you do it?
  • Arts integration is a fundamental culture shift. It takes time to build awareness, understanding, and commitment among members of the school community.
  • Ongoing professional development is essential to give classroom teachers facility in arts disciplines, enable them to analyze curricula to find the natural connections between arts curricula and the curricula of other subject areas, and create lessons and units of instruction.
  • Collaboration is essential between and among classroom teachers and arts specialists. Common planning time is critical.
  • Arts specialists are key resources, collaborators, and leaders in developing arts integration programs. They are extremely valuable in guiding the planning of professional development and supporting collaboration among teachers and with partners such as cultural institutions and teaching artists.

What are budget and structural priorities for becoming an arts integration school?
  • Staffing that includes as many arts disciplines as possible and an arts integration specialist or lead teacher is a priority. Some schools use part-time or shared positions to extend their reach.
  • Professional development—schools that are highly successful in arts integration provide ongoing training experiences for their teachers, whose capacity in arts integration will deepen over time.
  • Professional development—schools that are highly successful in arts integration provide ongoing training experiences for their teachers, whose capacity in arts integration will deepen over time.
  • Schedules that include common planning time allowing classroom teachers to collaborate with arts specialists and others are vital.
  • Arts organizations and teaching artists can collaborate with teachers providing rich arts integration experiences for students and professional development for teachers.

What is a realistic timeline?

It may take three years to fully realize potential as an arts integration school. Planning to achieve this is important. While schools tailor their own pathways to successful arts integrations programs, there are some useful steps may follow. The following phases are not intended to be prescriptive but rather suggestive of the process:

Phase 1:

Build awareness and commitment within the school community including parents.
  • Look at arts integration models in schools in schools across the nation.
  • Begin to build staff in the arts.
  • Engage the school community in planning.
  • Begin to identify and engage partners from the cultural community
  • Have a team participate in professional development in arts integration and share their experience with colleagues.
  • Make budgetary decisions that reflect commitment to arts integration.

Phase 2:
  • Continue to build staff in the arts.
  • Provide professional development for more teachers in arts integration.
  • Address leadership for arts integration through arts staff, trained classroom teachers and an arts integration specialist.
  • Identify arts integration mentor teachers on staff who could assist in the training of the personnel.
  • Network with other arts integration schools in the city and state.
  • Share successful arts integration units with the school community.
  • Display curriculum maps – curriculum mapping is the process of delineating natural connections between and among curricula for various subject areas, identifying the outcomes met through an arts integration lesson or unit.
  • Seek cultural experiences for students linked to arts integration through collaboration with arts organizations and teaching artists.

Phase 3:
Continue with what is above and attain specific goals such as:
  • Reaching staffing in all four arts disciplines even if utilizing part-time staff.
  • Reach the point that all teachers have received professional development in arts integration with some having extensive training.
  • Share your work with the world and celebrate the imagination of your students and teachers!
Doral Arts Integration Plan 

Arts Integration Instructional Strategies and Methods are the best practices utilized to teach the curriculum fusing an art form within the learning process. The process of integrating the arts is a multi-tiered process which takes several years. Following the model of the Kennedy Center for the Performing Arts, Doral Academy of Nevada integrates arts instructional strategies and methods to teach the standards aligned curriculum. 

The following will be the process of integrating the arts in the first three years of operation. All new administrators and lead teachers will attend the Kennedy Center Arts Integration CETA Conference in Washington D.C.; as well as the local ConFABulation Conference. Key teachers will be the “Keeper of the Strategies” and will make sure that new teaching staff receive professional development in the school-wide arts integration strategies.

Year One:

Students represent people, places, and things using their bodies. In Tableau, students work together to create a frozen group “picture” to communicate content in any subject. (Example: Human Slide Show - several tableaus will be used to show a sequence of a story, beginning-middle and end, cause and effect, etc.).   
  1. Students can make a tableau about anything that is being studied.
  2. Tableau groups shouldn’t be larger than three to five students.
  3. Designate each group’s rehearsal space and the presentation space. 
  4. Short timeframes work best. Challenge students to create their tableau in three to five minutes.
  5. All students rehearse at once. It’s important that each student begin in NEUTRAL. Both feet on the floor, standing tall, arms at side, and focus on a point in the distance.
  6. Count students in as they move from neutral to tableau, 5-4-3-2-1-tableau.
  7. Challenge students to hold their tableau, staying completely frozen from five to ten seconds. 
OFF - Students stand in NEUTRAL next to their desks or in a circle facing out, hands at sides, faces neutral as if they have been switched to OFF. 
ON - Prompt students with a vocabulary word or topic from any subject you are studying (“Regal leader, ON” Equilateral triangle ON”). Students FREEZE in the shape of the desired character or object until prompted to return to OFF.

The difference between movement and dance is similar to the difference between an essay and poem-the difference between the literal and the figurative. Dance in the classroom is a useful tool when students are to express their complex ideas or feelings. (Example: Each student creates a movement of their vocabulary word or character).  
Students can begin to create dances with a beginning, middle, and end by using the simple ABA form (also used in music):
Beginning = Section A – Tableau
Middle = Section B – Movement 
End = Section A – Ends with return to the same Tableau     

Marcia Daft- Moving Through Math: When students participate in Moving Through Math they experience math concepts visually, auditorily, kinesthetically, verbally, and socially. This allow for a wide degree of differentiation among students as they have the opportunity to experience math concepts through a variety of learning modalities. Examples of training include; Geometry, Grouping Games, etc. 

Since Arts Integration is about the process, each lesson or unit will highlight the Objective (Content and Arts), Process, Product, and Reflection. In most elementary school classes, lessons and units will have at least two components: 1) the applicable standard, and 2) how it will be demonstrated through arts integration.

Throughout the year staff will go through strategies and what they look like at each grade level.  

In middle and high school, the students will complete a semester long Arts Integration project. The project will have cross-curriculum elements and each core curriculum teacher will spend time addressing those elements.  

Year Two: 

Acting Right takes the foundation elements of acting such as concentration, cooperation, and collaboration and creates a structured process which can become the basis for effective classroom management. The components include the following:
The Actor’s Toolbox
The Concentration Circle
The Cooperation Challenge 
One-Minute Challenge     

Students practice the skills of careful observation and detailed description (VTS) can be adapted for use with any visual content (photographs, charts, illustrations, artworks) as well as with performing arts (audio and video). Students are encouraged to delay inference in order to consider multiple possible meanings. 
Step 1: Observe-share the image or sample, asking students to observe in silence for one minute (or the length of the sample).
Step 2: Students describe what they see or notice in the image or sample, using the sentence stem “my eyes see...”, “my ears hear...”
Step 3: Wonder - students wonder about multiple meanings, possible inferences or content.     

Rosalind Flynn-Curriculum Based Readers Theatre: script topics come directly from classroom curriculum content. CBRT is an arts-integrated instructional strategy that combines traditional Readers Theatre with an emphasis on script writing, with all curriculum areas.   

Throughout the year staff will go through strategies and what they look like at each grade level.  

Year Three:

In year three selection of additional strategies occur. Additional work with existing arts integration strategies such as Moving Through Math or addition of new arts integration such as those listed below: 

Melanie Rick-Reading Portraits as Biographies: Observe. Infer. Inquire
Portraits are often viewed as a mere depiction of a person when in actuality they can be read as biographies that communicate significant information about a person’s life. The training focuses on observing portraits, discussing portraits, interpreting portraits, and inquiring about portraits. 
Students represent ideas, feelings, and content through movement. They come to understand that dance and movement can be tools of expression. They will use the basic elements of BEST to explore, and to create, and finally to abstract movement. (Examples include demonstrating beats and patterns). 
Body – Parts of the body plus Loco motor and Non-Loco motor Movements 
Energy – How is the body moving
Space, Shape-Big, small, Levels1-10 
Time – Tempo, Rhythm, Speeds

Throughout the year staff will go through strategies and what they look like at each grade level.  

Consistent arts integration components and impact on community at a Doral school 
  • Consistent specialist exposure
  • Partnerships with local arts based organizations.
  • Morning ceremony celebrating components of the arts and unifying the K-8 student body 
  • Students watching students to share what they’ve done and learned
  • Arts based field trips to expose the students to all art modalities
  • Both student and artist created murals and work displayed throughout the school and playground 
  • Parent committees who arrange artist assemblies that connect their field to the core curriculum
  • Community events that celebrate the arts
  • After school classes that are instructed by school staff or community art partners