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Texts About Integrating the Arts; the importance, the benefits, the how. 

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Texts About Integrating the Arts; the importance, the benefits, the how. 

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(I need to make an actual name for this place.)

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At the beginning of this week, this map looked completely different. I hated it, so I hit the random continent generator until I found something I kind of liked and was easily edited to fit my vision. Exciting thing: I finally figured out how to make rivers without completely messing up the map!

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For those who don't know, as rivers flow down stream, they merge with other rivers. I had somehow managed to get it the opposite in my head, so I had to go back and fix that.

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I've always been interested in ballet, but I've never worked up the courage to join an adult beginners class in my area. Last Friday, I found this one on Youtube. Definitely interested in following the other lesson in the series.

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Absolute Beginner Ballet Class 1 || Online Ballet Lesson

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Photo from Dance Group's Lesson on 5/24/22

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Photo from Dance Group's Lesson on 5/24/22

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Free Online Photo Editing.

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It's photoshop, but free. It does have to be downloaded to your computer, though.

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Resources for the Classroom (Education at the Getty)

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Explore resources for the classroom, such as lesson plans for grades K-12 and adult ESL learners, lesson guides, and activities.

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I found this video on Youtube of the Brave New Voices finals in 2015. Brave New Voices is a poetry competition. The last two years have been held virtually.

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"Cat Poem" by Get Lit LA (Brave New Voices)

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Integrating the Arts Across the Elementary School Curriculum (Gelineau, 2012)
From STEM to STEAM (Sousa, Pilecki, 2018)
Creating Meaning Through Literature and the Arts (Cornett, 2015)

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New research reveals that the arts may prime our neural circuitry for a broad range of activities, boosting crucial cognitive and social skills like spoken and written language, focus, self-control, and empathy. In a 2016 study, for example, T. Christina Zhao and Patricia Kuhl demonstrated that babies exposed to simple melodies in a social setting developed a greater sensitivity to the rhythms of spoken language. More surprisingly, they noted, the processing of music was traced not just to the auditory cortex of the infants, but to the prefrontal cortex as well-the seat of higher-order cognitive faculties like attention and self-regulation.

"We can see that the babies who have been through the music experience have greater abilities to...hold attention when that's important, and to switch attention when it's appropriate to switch," Kuhl explained in a TED talk. "In other words, music is affecting executive function."

A 2019 study reached similar conclusions with professional musicians, finding that "executive attention is more efficient in musicians than non-musicians," and improves as musical training progresses.

But those weren't the only surprises in store for researchers. A major 2019 study tracked over 10,000 students in Texas as they participated in arts programs, concluding that they performed better on state writing tests, were better behaved, had more compassion for fellow students, and were more engaged in school. And a 2018 study showed that drawing had a dramatic effect on memory, outperforming writing, visualizing, and other retention techniques.

We also referenced other studies, reports, and news stories as we produced this video: A comprehensive 2017 American Institutes for Research study on arts integration; 2016 and 2014 research on executive function; a 2013 study on the value of field trips to museums; a 2019 news story on the recent discovery of ancient cave paintings; along with the following older research: a 2009 report; this 2011 research; this 2008 research; and this 2004 research, among others.

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New Studies Link the Arts to Crucial Cognitive Skills

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New research reveals that the arts may prime our neural circuitry for a broad range of activities, boosting crucial cognitive and social skills like spoken and written language, focus, self-control, and empathy. In a 2016 study, for example, T.

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My parents and I went this weekend. We watched the performance of the Caledonia School of Dance at the Calder Stage, purchased a painting of the SS Badger for my mother's new house, and had Souvlaki from the Greek Orthodox Church booth.

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Grand Rapids, MI — June 3, 4, 5, 2022

Here’s everything you need to plan your visit to Festival 2022: Performance Schedules, Activities, Food Booths, and a Map!

2022 Festival Sponsors

Presenting Sponsor

Calder Main Stage

Presenting Sponsor

Opening Day Ceremonies

Presenting Sponsor

Artisan Village

Presenting Sponsor

Grand River Arts Awards

Presenting Sponsor

Children’s Art Zone

Kevin Farhat and the staff from the Garage Bar

Are you an artist, performer, food booth or vendor?

Applications for Festival 2022 Performers, Food Booths,
and Artisan Village are open now.

Here's the latest —

Check here for schedules!

May 12, 2022

We’ve got an amazing lineup of performers across all of our stages, a fantastic set of exhibitors in the Artisan Village, and so many food

Read More »

Experience Festival

What is Festival
of the Arts?

Festival is the annual three-day celebration of the arts, held in downtown Grand Rapids. The first Festival in 1970 highlighted the 1969 installation of Alexander Calder’s La Grande Vitesse on what is now known as Calder Plaza. Today, Festival attracts thousands of families downtown, with the best area performers and artists, exhibits, activities for kids, and of course, great food.

Featured Performers

Saturday - 7pm - Calder Stage

The Diatribe

The Diatribe uses performing arts to empower young people. At Festival, The Diatribe presents the Love and Peace Jam hosted by the living party & artist Foster aka AutoPilot, alongside the beacon of peace & love, Grand Rapids Poet Laureate Ericka “Kyd Kane” Thompson.

Volunteers make
Festival happen

Festival is powered by volunteers – and we need YOU.

Work with your family, co-workers or friends, for a few hours, a few days, or throughout Festival weekend. We have fun jobs for all ages and abilities.

Sign up today, and see why so many people love to volunteer at Festival!

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Festival of the Arts - Home - Festival of the Arts

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Grand Rapids, MI - June 3, 4, 5, 2022 Festival of the Arts Here's everything you need to plan your visit to Festival 2022: Performance Schedules, Activities, Food Booths, and a Map! Experience Festival Festival 2022 Program 2022 Festival Sponsors Presenting SponsorCalder Main Stage Presenting Sponsor Opening Day Ceremonies Presenting Sponsor Artisan Village Presenting Sponsor Grand River Arts Awards Presenting [...]

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Home

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I make these to help me get in tune with my characters. There are four in the series, this is number four.

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This is number three of four. Liana has two major plot points: she's a solo ice dancer, and her abilities (which she inherited from her mother) are centered around the control of ice and snow.

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This is number two of four in this series. She is the (adopted) child of Lacey, who was the first of these that I did, and the biological sister of Liana, who was the one I did right after this one. She's a more romantic personality, so I used roses and lipstick stained love letters in hers. One of her major plot points revolves around bonding with a legendary horse no one else could tame, so I had to include a horse somewhere on here.

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Check out this infographic designed by Emily Rutgers.

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The National Core Arts Standards (NCAS) in Dance: An Overview

**Registration is now open for our 12 week summer online course on Implementing the National Core Arts Standards (NCAS) in Dance**

The National Core Arts Standards in Dance are designed to enable students to achieve dance literacy.

Click Here to download the Dance Standards and supporting documents.

Click Here to download the Opportunity to Learn Standards (OTL's)

Click Here to view and engage with the interactive version of the Standards.

Click Here to order the Standards Poster.

Click Here to read the Report of State Adoption of the NCAS Standards.

To be literate in the arts, students need specific knowledge and skills in a particular arts discipline to a degree that allows for fluency and deep understanding. In dance, this means discovering the expressive elements of dance; knowing the terminology that is used to comprehend dance; having a clear sense of embodying dance; and being able to reflect, critique, and connect personal experience to dance.

Four artistic processes organize the standards across the arts disciplines: Creating, Performing, Responding, and Connecting. Each artistic process includes a set of overarching anchor standards. The anchor standards are consistent among the arts disciplines represented in the National Core Arts Standards and demonstrate the breadth of the work. They are held constant for student learning over time.

Each anchor standard in dance is supported by a process component, an enduring understanding, and an essential question. These additional features will benefit educational leaders and teachers as they consider curricular models and structure lessons aligned to the dance standards.

Performance standards describe more specifically what students should know and be able to do in dance and are expressed as measurable outcomes across the grades pre-kindergarten to eighth grade and into high school at three levels of proficiency. The performance standards are the substantive portion of the work and represent the depth of study in dance.

Of significance is that the four artistic processes are addressed linearly in written standards, but are envisioned to occur simultaneously in the actual practice of dance. The dancer imagines, envisions, or improvises movements (creating), executes the movements (performing), reflects on them (responding), and connects the experience to all other contexts of meaning or knowledge (connecting). As a result, one lesson can address many standards at the same time. In a single class, students can learn by solving movement problems, showing their ideas through movement, thinking critically about them, and relating them to other ideas, experiences, contexts, and meanings.

The National Core Arts Standards in Dance are rooted in a creative approach to teaching and learning. They describe expectations for learning in dance regardless of culture, style or genre and impart the breadth and depth of the dance experience through the art-making processes. The goal of the standards is to inspire dance educators and their students to explore the many facets of dance and prepare them for a lifetime of engagement with the art form.

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NDEO > Learn > Dance Education Standards > K-12 Dance Standards

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The National Dance Education Organization (NDEO) is a non-profit, membership organization dedicated to advancing dance education centered in the arts for people of all backgrounds. NDEO provides dance artists, educators, and administrators of all backgrounds a network of resources and support, a base for advocacy and research, and access to professional development opportunities that focus on the importance of dance in the human experience.

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Developed for Utah, so would need to be adapted to meet a different state's standards.

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Can my body shapes have a meaning? | Years 1-2 | Ages 6-8 | DANCE LESSON 4

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Can I dance without moving around? | Year 1-2 | Ages 6-8 | DANCE LESSON 2

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How do I move my body through space? | Foundation | Ages 5-6 | DANCE LESSON 2

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For my reflection on the Drama visual, I created a mind map. There are six colors: yellow headers, orange headers (the different arts groups), blue subcategories, pink parts of the subcategories, purple parts that make up the pink parts, and green connectors. I was able to make connections between not only the different subcategories and parts of the subcategories, but also out to different arts group.

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How can music be used outside a music room? This visual, like the ones I make for my characters, is meant to help give an idea of music benefits and uses at a quick glance. In its most basic form, music can be used to set a mood, provide a backdrop while students are working (just like I'm currently using Rocky Mountain Vet while I work on these reflections), or fill passing time when moving from one activity to the next. Music can also be used to help students learn and remember content in any subject. Students can use instruments, but can also use their bodies (hands and feet to make a beat).

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One of the things the Visual Arts groups' infographic brought up was that some teachers think of artwork as a distraction. in the classroom. So, the goal here was to create a layout that placed artwork in a position where it was easily visible, but also easily ignorable when needed.  Some of this is dependent on where the built in (and therefore immovable) storage is, so you might end up with the students' artwork all over the cabinets, but that's better than having it behind the students in my opinion, because they'll never see it there. I also put the teacher's desk near the back because it feels less rigidly structured, but still allows the teacher to monitor the students' behavior. I don't know if that would work out was well in practice, but it might be something to try.

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12 Benefits of Creativity

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Dance as a Language is a 17 week choreography residency for 3rd, 4th and 5th graders developed by AC teaching artists Kim Grier and Nami Kagami in partnership with the teachers and principal at the Earth School, on the Lower East Side of Manhattan, NYC.

Students learn to use dance as a language and to choreograph stories based on themes from their Social Studies curriculum

Students learn to observe dance closely, to describe, analyze and interpret what they see. They use these skills to offer each other useful feedback as they develop their choreography, and become increasingly independent in setting goals for their own rehearsals.

As they learn to work and think as choreographers, students develop skills in collaboration and both creative and critical thinking. These skills are useful for dance, academic work, and life and deepen their understanding of Social Studies content and dance as a medium of communication.

See Videos of Program Strategies and Sequence below

Choreography Live in the Neighborhood; A Performance with A Dance Workshop for Boys

Before they start to choreograph, students visit Rod Rodgers Dance Studio, to see a professional company perform choreography "close enough to hear the dancer's breathing". Ms. Kim introduces the dances, and leads a question and answer session after each dance, and with the dancers.
Afterwards, students separate by gender to take workshops from the company dancers. The teachers and artists designed this workshop to give the boys the opportunity to to see and work with male dancers. The students learn a piece of the choreography they saw those dancers perform.

Starting week 9, the class begins to choreograph. After the warmup, students gather on the stage for a brief discussion introducing new ideas and next steps. The rest of the class is spent working in their choreography groups, sharing their work with the class and receiving feedback from peers.

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Dance as a Language is a 17 week choreography residency for 3rd, 4th and 5th graders developed by AC teaching artists Kim Grier and Nami Kagami in partnership with the teachers and principal at the Earth School, on the Lower East Side of Manhattan, NYC.

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I put my weekly reflections here because I wasn't sure what else to put here. This category is very very similar to the other three columns around it (the two to the left, and the one to the right). I'm not sure why I decided my weekly reflections fit here, other than it is me connection my learning in a artistic way, maybe?

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Triangle-Square-Circle

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Creativity Mind Map

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3-2-1

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Poetry Tic-Tac-Toe

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Growing up in an arts oriented family, I always knew that the arts were important for the development of individual and cultural identity, but I had never considered that they could be used to teach more than, well, art. Or music. Or dance. Or drama. Just like PE, these subjects have been seen over the last couple of decades as "specials" and "taking time away from the curriculum." But, just like PE and recess, they're important for helping kids develop into functional human beings who can process negative emotions, find solutions to difficult or complex situations, recognize when a relationship is healthy or unhealthy - including the one they have with themselves - and establish themselves as individuals instead of hive-minded drones. What this class has helped me to do is explore ways to include the arts as part of instruction and assessment. I am reminded of one of Taylor Mali's monologues were he says his students asked him "are we going to be responsible for this?" and his response was "if not you, then who?" We, as educators, must find ways to include the arts in our curriculum, because administrators, politicians, and parents have spent the last several decades cutting them out, and they aren't going to give it back, even when faced with the facts of the overall benefits and current consequences.

All that to say, thank you for this class, and for this padlet idea in particular, because now I have a stored spot of examples to look back on for my future classroom.