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Grades 3-5 Unit connecting the Irish Jig as an avenue for exploring rules within patterns in math. Free unit to download and use in your classroom!

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I can't wait to show you some of the awesome items that I received from our local education foundation ! I started adding some STEAM resources in my art room earlier in this school year. You can read about it here in my . Creating and learning with awesome and STEAMing art room resources is very exciting! October 2016 EdCloset post

Scientific Study in STEAMing Art Room

I attended a symposium at The Aldrich Contemporary Art Museum called "Full Steam Ahead" last September. I got a fabulous idea for adding STEAMy resources to the art studio for my students from the director of the at the Rhode Island School of Design. The Nature Lab is a natural science collection and lending library where students have hands-on access to specimens such as shells, taxidermy animals, and skeletons. There are live plants and animals to support a visual inquiry into biological and natural sciences.

If college students could have hands-on access to natural specimens, then mine should too! As budding artists and scientists, students need to practice careful observation. Insect specimens encased in clear acrylic immediately popped into my mind. I found out quickly that they are really expensive! After checking with educators I knew on Facebook and Twitter, I was able to include appropriate scientific specimens for a K-5 art room in my grant.

I found these beautiful and durable specimens in acrylic were made for young students. Perfect! My students love them and think they are cool...or they are a bit creeped out! I have to say when I unwrapped the large spiders (3 inches across!) they actually took my breath away.

Student Observations

Students touched, magnified and investigated all of these new resources. Some students drew what they saw, others needed to observe with a magnifier. Many had questions, others had exciting finds to share:
"What is on this insect's leg?" "Why does that spider have so much hair?" "Hey! I think that this caterpillar pooped in there!" "Mrs. T... Allie and I saw that scorpion's leg MOVE! Twice!"
A side effect of making the art room a place for students to create, explore, learn and solve problems, is increased student engagement.

I am convinced that it's our job as educators to encourage students to grow as artists, scientists, and problem solvers.

What do you think?

Have you written any grants for STEAM, STEM or the arts?

What did you include, and why?

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I can't wait to show you some of the awesome items that I received from our local education foundation! I started adding some STEAM resources in my art room earlier in this school year. You can read about it here in my

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Keep It Simple! Maximizing the Joy in Learning

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Keep It Simple! Maximizing the Joy in Learning

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Visual art is not my forte as I have stated many times in my articles here at EducationCloset. However, I am tasked with teaching it for one trimester every year as I am the only art teacher at one school where I work and I cover both visual and performing arts . What I love about teaching visual art is that I can empathize with those students who complain they have no visual art talent or feel uncomfortable with this art form and I get to learn so many things right along with my students and let them maximize even more the joy in learning.

"Keep It Simple!"

One lesson I seem to have to keep the joy in learning no matter how long I've been teaching is to "Keep It Simple!" I get very excited and very ambitious which is not a bad thing but one must remember time constraints and the angst and stress that can cause. It is good to keep things moving in any classroom but students and teachers need space to breathe and enjoy the process as well. Keeping it simple can help that happen.

Last year, I tried weaving with my fourth graders using yarn, ribbon and cardboard loom. The first problem, I didn't give us enough time to tackle the project. The second problem, I didn't break down the project enough. Lesson learned. So, this year I wanted to start with the basics. I did want to talk about complementary colors so I started this art trimester by doing one lesson on complementary colors. Then I extended that lesson into weaving by having the students weave with complementary colored construction paper.

The Joy In Learning Process

I feared this would seem too babyish. I feared that they had done this kind of "placemat" activity with some of their teachers when they were younger. My fears were allayed as I watched the kids jump right into the process. They cut the paper that would serve as loom and . Then they began to cut and weave the strips of complementary colored paper.

They enjoyed seeing how the complementary colors "popped" when woven next to one another and no one suggested it was too easy or too young for them. I was able to have them practice the over-and-under process and keeping each line of the tightly aligned as they will need to do with weaving with yarn without the complication of making the warp on the loom, threading the needle with yarn, getting tangled in the yarn, etc.

The students got to see how important it is to keep track of the pattern and how to correct a mistake when they see one. It's much easier with bold, broad strips of colored construction paper but it's great practice for what they will be doing next week. I'm excited to see if doing this activity first will help when weaving with yarn. I feel confident that it will. Keeping it simple? Check. Maximizing the joy in learning process, check!

Unfortunately, I started a new project with my third graders so this is my learning year with them. I am introducing how to create depth in a 2D work by using foreground, middle ground, and background. I started with a simple activity of just practicing this with trees. I was shocked by how difficult the concept seemed to be for a number of students even though I felt I had broken it down sufficiently. That should have been a warning sign for me but I forged ahead integrating a unit they are doing on landforms in their classrooms with creating landscapes using the different "grounds".

Did I keep it simple?

No. I let each 3rd grader decide what landform(s) s/he would use and let them loose on their papers. After reviewing their initial sketches I can see this was way too much choice, too soon. When will I ever learn? Some say the universe keeps giving you situations until you learn your lesson. And so I am reminded once again, "Keep It Simple"! It may minimize frustration for both student and teacher and maximize the joy in learning process.

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Keep It Simple! Maximizing the Joy in Learning

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Visual art is not my forte as I have stated many times in my articles here at EducationCloset. However, I am tasked with teaching it for one trimester every year as I am the only art teacher at one school where I work and I cover both visual and performing

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Secret Message Valentines with Augmented Reality

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Secret Message Valentines with Augmented Reality

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Have you ever tried augmented reality? With the use of apps like , it allows any 2D print you choose to work like a QR code. Or, as Drew Minock from Two Guys and an iPad says, a QR code on steroids! If you're looking for instant engagement, this will do it. Scanning an image and seeing something new appears has an appeal that is slightly addicting. During a recent open house, my students showed their parents how to scan a project we had hanging in the hallway. The parents couldn't get enough, and many of them downloaded the app before leaving. In addition to its magical fun, augmented reality has the potential to tremendously enhance instruction.

Using Augmented Reality with Valentines

For those of you who have classroom Valentine parties, this can be a fun twist to a traditional exchange. Or, if you are an art or music specialist that doesn't get to host this sugar laced love fest, you can use this app to make any piece of art, anchor chart, or poster come alive and become even more of a teaching tool .

Creating Secret Message Valentines, Option 1

The secret message Valentine activity actually occurs after students create their Valentines. With this option, students would make their collection mailbox the "trigger", which is the Aurasma terminology for "QR code". Valentine's Day typically falls around the time of college instruction in my curriculum, so we extend that and create oversized, collage covered envelopes for students to collect their Valentines as they are delivered. Once the envelope creation is complete, each student uses an iPad to record a video with a "secret" Valentine message. (While we call it secret, students keep in mind that their message will be scan-able by everyone in the class.) This becomes the "aura", which is the terminology for what happens once the trigger is scanned.

Next, the student opens the Aurasma app and taps the plus sign. The student centers the screen on their envelope and snaps a picture. The app prompts you to select the aura (video) you'd like to appear. They select their secret message video clip and save. Once that is complete, anytime someone scans their envelope with the Aurasma app, the secret message will play. This may sound confusing, but the process is relatively simple. There are also many great tutorials out there, as well as many ideas for how to use Aurasma to enhance instruction. Make sure to check out the resources below and play around with it.

Creating Secret Message Valentines, Option 2

The alternative is for students to create Aurasmas for the Valentines they are delivering. If students are creating these in class, make sure to check out the great resources from EducationCloset's article on Colors, Lines and Valentines and our recent post Share Your HeART: Fine Art Inspired Valentines for the Community. To make these individual Valentines come alive, students follow the same steps as above, but they snap a picture of the Valentine they are giving instead of their envelope. Now, as students are reading the Valentines they receive, they can scan them with the Aurasma app and a message from the sender will appear. One caution: In order for this to work, the image must be identical to the one that was captured in Aurasma. For Valentines that are original works of art, it won't work unless the student creates a separate Aurasma for each one.

Using Augmented Reality to Enhance Instruction

This Valentine activity is an effective way for students to learn how to use Aurasma. Imagine the possibilities for its use in instruction, though. It could give new meaning to a flipped classroom. Here are a few ways that adding augmented reality could work:

Resources for Using Aurasma:

It took me a few tries to be comfortable with Aurasma, but there are many tutorials that are helpful. Here are some to get you started.

If you're interested in augmented reality, make sure to explore apps created by , the creators of Crayola's Color Alive and Easy Animator. For higher-level science classes, there are augmented reality apps for Anatomy and for the Elements. Both are equally amazing.

Have fun scanning! I guarantee you will have trouble stopping.

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Secret Message Valentines with Augmented Reality

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Have you ever tried augmented reality? With the use of apps like Aurasma, it allows any 2D print you choose to work like a QR code. Or, as Drew Minock from Two Guys and an iPad says, a QR code on steroids! If you're looking

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Beyond the Exit: Arts-Based Strategies for the Traditional Content Classroom

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Beyond the Exit: Arts-Based Strategies for the Traditional Content Classroom

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Have you ever been asked "but how do you know your students learned today?" It is a little nerve-wracking, because you know your students learned... but how do you prove it? Usually it's through an exit ticket.

It's definitely important to break down tangible evidence of learning and align it to objectives. One example is to look at artistic ways to check for understanding and explore how to increase rigor throughout the class experience. This will allow us all to take learning beyond exit tickets.

Composing a 3-Part Objective

To begin, we need to work on the composition of a 3 part objective. Here's a quick process to use:

Part 1: The first part is Behavior. This is the student behavior you are evaluating and usually includes a product/task.
Part 2: The second part is Condition. This is the environment that is provided for the students in order to be successful in the behavior.
Part 3: The third part is Criteria. This answers the question: how do you know that your student learned? What do your students need to "score" in order to be successful?

To review the process of creating 3 part objectives, check out last weeks' post .

Beyond the Exit Ticket

Today, we take a look at the multiple ways we can measure student learning, artistic ways to check for understanding, and how to assess the rigor of our activities. There are many ways we can infuse arts practices into our current curriculum by way of checking for understanding. When working with a well composed 3 part objective, exit tickets are pretty much stated.

We know what task we are going to have our students complete, and even the exact criteria by which we are going to evaluate whether or not our students "got it." However, if we wait to the end to check if students are "getting it," we may waste a whole class period. Checking for understanding throughout the lesson is imperative to ensuring our students will be able to complete the task stated in the objective.

Sometimes we use a quick analysis of student understanding like fist to five or thumbs up thumbs down. Or, we carefully craft higher level questions then ask them aloud.

A couple students may raise their hands, or we cold call on specific students; but even though our questions may be solid higher level questions to check for understanding, we are only checking the understanding of those who actually respond. Furthermore, we need to be consistently raising the rigor of our checking for understanding strategies.

Are we really checking for understanding?

Many times we find creative ways to check for understanding, but when broken down we may just be checking for listening or recalling, or note taking not necessarily true understanding or analysis. Let's take a look at two of the artistic ways we can check for understanding from all students and more importantly the level of rigor we are actually assessing:

Bio Poem/Rap

This idea originally came from and I love it! To describe a character or a person, write a poem/Rap that includes:
Line 1) First Name
Line 2) 3-4 adjectives that describe the person
Line 3) Important relationship
Line 4) 2-3 things, people, or ideas that the person loved
Line 5) 3 feelings the person experienced
Line 6) 3 fears the person experienced
Line 7) Accomplishments
Line 8) 2-3 things the person wanted to see happen or wanted to experience
Line 9) His or her residence
Line 10) Last name

This is an artistic and engaging way to check that all students know about a specific character or person. Now, let's look at the level of rigor. Each stanza requires information that students need to recall from either a book, a lecture, or notes.

So, as written this is a low level checking for understanding activity. However, if we add a few stanzas that require students to critique a situation the character/person was in, or compare the character/person's decision to another then we can increase the level of rigor. Let's look at another one:

Graffiti Wall

Groups receive a large piece of paper and different color pens/markers. Students generate ideas in the form of . Groups can move to other papers and discuss or add to the ideas.

This, also is an artistic and engaging way to check that students know about a topic. As written, this is low level rigor but can certainly be advanced with with specific expectations/requests.

For example, the first round can just be recalling information. Then after a mini lesson, students can rotate their papers and use the new information to defend or refute something on the paper. Each time new information is introduced, students can have another round of their graffiti work.

It is important that we are checking for understanding at various levels of rigor throughout the lesson/class not just at the end, this way we can go beyond the exit.

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Have you ever been asked "but how do you know your students learned today?" It is a little nerve-wracking, because you know your students learned... but how do you prove it? Usually it's through an exit ticket.It's definitely important to break down tangible evidence of learning and align it to objectives.

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The STEM to STEAM movement has been taking root over the past several years and is surging forward as a positive mode of action to truly meet the needs of a 21st century economy. STEM alone misses several key components that many employers, educators, and parents have voiced as critical for our children to thrive in the present and rapidly approaching future.

STEM vs. STEAM

Much has been proclaimed about the need for more STEM "programs" in our schools. The logic is simple: the wave of future economic prosperity lies in a workforce that is well-versed in rising job markets like science, technology, engineering and math. Thus, there has been an increased investment in STEM initiatives in schools. This includes (but is not limited to):

providing mobile devices for students (sometimes in the forms of computer labs, and other times in the form of 1:1 - a single device for each student)

after-school STEM clubs or programs

STEM curriculum, where projects using STEM practices are embedded

BYOD initiatives (bring your own device)

STEM days to encourage hands-on exploration within each of these disciplines

robotics programs

While these initiatives are a wonderful start into the exploration of these four areas of study, the critical process of creativity and innovation is missing. Students in STEM programs may have more experiential learning opportunities, but they are limited to only science, technology, engineering and math. Our economy requires so much more than an understanding of these areas - it requires application, creation and ingenuity. STEM alone does not foster these essential nutrients.

STEAM is a way to take the benefits of STEM and complete the package by integrating these principles in and through the arts. STEAM takes STEM to the next level: it allows students to connect their learning in these critical areas together with arts practices, elements, design principles, and standards to provide the whole pallet of learning at their disposal. STEAM removes limitations and replaces them with wonder, critique, inquiry, and innovation.

Why is STEAM education important?

For far too long in education, we've been working with the presumption of teaching to ensure our students get a "good job". But what does that look like? We are preparing students for jobs that don't even exist.

We are at a point where it is not only possible, but imperative that we facilitate learning environments that are fluid, dynamic, and relevant. None of us go outside and look at a tree and say, "that's a tree, so that's science" or, "the sky is blue, so that's art."

Our world is a beautiful, complex, and intricate tapestry of learning all in its own right. Why do we believe that we have the ability or the right to box it in behind brick walls and classroom doors in a place called school?

Integrating concepts, topics, standards and assessments is a powerful way to disrupt the typical course of events for our students and to help change the merry-go-round of "school."

It takes what we do when we open the doors to the real world and places those same practices in our cycles of teaching and learning. So we can finally remove the brick walls and classroom doors to get at the heart of learning.

The STEAM Model

The pathway to STEAM is exciting, but can also be dangerous without an understanding of what STEAM truly means in both its intention and its implementation. Like its STEM predecessor, STEAM can stop short of its best manifestation without several core components:

STEAM is an integrated approach to learning which requires an intentional connection between standards, assessments and lesson design/implementation

True STEAM experiences involve two or more standards from Science, Technology, Engineering, Math and the Arts to be taught AND assessed in and through each other

Inquiry, collaboration, and an emphasis on process-based learning are at the heart of the STEAM approach

Utilizing and leveraging the integrity of the arts themselves is essential to an authentic STEAM initiative

This approach to learning is certainly not an easy task, but the benefits to students and the entire school community are tremendous. Students and teachers engaged in STEAM make more real-life connections so that school is not a place where you go to learn but instead becomes the entire experience of learning itself. We are always learning, always growing, always experimenting. School doesn't have to be a place, but rather a frame of mind that uses the Arts as a lever to explosive growth, social-emotional connections, and the foundation for the innovators of tomorrow...today!

Becoming a STEAM teacher or specialist

So are you ready to become a STEAM teacher? We've got you covered with helpful next steps. Based on working with thousands of educators, we recommend you do the following (in order if possible):

1. Take the Designed to STEAM online course

2. Attend the Arts Integration and STEAM online conference

3. Earn arts integration and STEAM certification

4. Explore and enroll in a Master's Degree Program

First, if you're just getting started, we recommend taking our Designed to STEAM online course. This course gets the basics of STEAM education under your belt. But this isn't a regular online class. There's no papers to write or boring articles to read.

This course walks you through specific templates that help you build a STEAM lesson, classroom or school based on your own creative approach. This is not about a cookie-cutter program. Teaching is as unique as each person that steps into that role. So this course helps you use your own teaching approach to bring integration to life in your own classroom.

Once you're familiar with the groundwork and have an actionable plan for using STEAM, then it's time to see how this looks in lots of other classrooms. That's where the online conference is so helpful. There are over 20 sessions from educators all over the world who are using this approach. We hold these events every July and each one is archived so you can watch it on-demand.

From there, you're moving in mastery territory. You know what STEAM is and how to use it. Now you need a deep dive into how to lead this kind of an effort with others. This is a collaborative approach and you can't do it alone. The best STEAM programs are ones with teams of educators working together. But they need a leader! This is where STEAM certification is helpful. We offer an intensive year-long arts integration and STEAM certification program that is completely available online. You'll work in small groups of 15 or less with a dedicated coach through our proven process for integrated implementation.

Finally, if you're ready to become an expert in STEAM, we recommend looking for master's programs. There are so many degree and non-degree programs being offered now. The University of San Diego and Concordia University both have a master's degree with a STEAM focus. And Clemson University has a STEAM Education Certificate available. There are online and in-person options available to fit your preference and schedule.

STEAM Resources

If you're looking for STEAM resources at little to no cost, there are lots of options to explore:

And don't forget funding options! Donors Choose and Adopt-a-Classroom both have options for teachers to submit funding requests for both supplies and professional development. Also, take a look around at local organizations in your community. From small businesses to large corporations like Ford and Toyota, many companies are investing in STEAM education efforts.

Also, conferences and events often have the opportunity to apply for grants. Our online conference offers this in partnership with Pacon to fully-fund 3 makerspaces each year. There are many other education conferences that do the same thing, so always keep your eyes open.

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The STEM to STEAM movement has been taking root over the past several years and is surging forward as a positive mode of action to truly meet the needs of a 21st century economy. STEM alone misses several key components that many employers, educators, and parents have voiced as critical for our children to thrive in the present and rapidly approaching future.

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Textured Fireworks Science and Arts Lesson

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Textured Fireworks Science and Arts Lesson

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Textured Fireworks Science and Arts Lesson

Happy 4th of July! Today is a day to celebrate the independence of our great nation, be with family and friends and hopefully enjoy a summer picnic. To help share in the festivities, we are offering a free Arts Integration lesson plan today that is all about the textured fireworks displays that we love this time of year.

There is so much beauty in these amazing groups of sky art. Not to mention the art that it takes to time the chemical reactions just right so that the fireworks correlate to the music that is playing. Which is why this makes for a perfect Arts Integration lesson! This lesson seed combines grades 6-8 middle school next generation science standards for chemical reactions with visual arts media processes and musical expression. I'm particularly excited about the assessment of creating "live art" in time with the music using the chemical reaction between watercolors and salt. So fun! Happy fourth, everyone!

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Textured Fireworks Science and Arts Lesson

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Happy 4th of July! Today is a day to celebrate the independence of our great nation, be with family and friends and hopefully enjoy a summer picnic. To help share in the festivities, we are offering a free Arts Integration lesson plan today that is all about the textured fireworks displays that we love this time of year.

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app for coloring on top of existing pics

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‎Doodle on a photo or paint a piece of art from scratch. Be as creative as you want with inspiring out-of-this-world painting tools like 3D-Shaded Brush, Halo Brush, Plasma Chain Brush, and Translucent Brush. You will also find more down-to-earth tools, including a standard brush and an eraser. * Ch...

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"STEAM powered Discovery" and curriculum.

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EUREKUS has pioneered exciting STEAM curriculum and programs for life-long learners for over a decade - uniting STEM investigation with the arts and humanities.

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Arts Integration: Solar System Chemical Reaction Painting

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Arts Integration: Solar System Chemical Reaction Painting

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Solar System Arts Integration is a perfect topic! If you feel like your model lessons are getting a little stale, then give this one a try!

Chemical reaction painting techniques using baking soda and vinegar add fizzy fun to any science classroom. Convert planet measurements and distances, while investigating mathematical tools like compasses. Utilize a science-based painting technique that creates both visual and physical texture while discussing color theory and mixing.

Arts Integration Connections

Art:

Chemical reaction painting techniques

Color Theory and mixing practice

Texture: visual and physical

Science:

Order and characteristics of the planets in the Solar System

Chemical Reactions - Vinegar and Baking Soda

Math:

Make planets to scale using diameter and measurement conversions

Using Mathematical Tools - Compasses and Rulers

Materials

Thick paper or watercolor paper

Liquid Watercolor

Pipettes, medicine or eye droppers

Baking Soda

Muffin tin or small bowls for paint

Pens, Crayons, and Paints for finishing touches on dried paintings

Permanent markers for names on the back of the planets

Something to protect tables from materials, tin foil worked for me. Cheap and Easy Clean-up.

Paper Towels for messes

Solar System Arts Integration Process

After or during a lesson about the Solar System, begin converting measurements into workable diameters and distances.
Links to Solar System Conversion Tools:

Use a compass, like this , to create to scale planets on pieces of watercolor paper.

Cut planets out and label them on the back with permanent marker.

Students should also include their names on the back.

Use color theory and mixing skills to create the perfect paint colors with liquid watercolors. Make sure colors are accurate to the planets being painted.
TIP: Label the paint color with which planet, sun, or moon, it belongs to.

Mix some vinegar in with the paint.

Cover 1 planet at a time with baking soda.
TIP: Remember which planet you are working with so the colors and patterns are accurate.

Use a dropper to paint on the baking soda covered paper planets
TIP: This can get messy, so have some paper towels on hand.

Watch the painting fizz away and observe the chemical reaction taking place.

Repeat process for every planet, the sun, and moon or moons.

Place somewhere to dry.

Once dry, look over the planets and add any details with permanent markers, paints, paint markers, or crayons.

Assembly Ideas For Solar System Arts Integration

These planets can be...

Placed on a piece of black paper with important information added

Made into a mobile using proper distance conversions

Turned into a student-driven sculpture

Extensions and Modifications

Experiment with students ahead of time. Order of the materials can lead to an investigation using the Scientific Method.

What happens when you add the baking soda to the paint and then spray vinegar on it?

What happens when a piece of paper is coated with vinegar and then colored baking soda is painted over it

Hypothesize, experiment, and observe.

This chemical reaction and other printing processes can be used for a range of lessons.

Helpful EducationCloset Links

How do you integrate Science and Art? Let us know in the comments below!

Lauren Hodson is a middle school visual and computer art educator in Plymouth, Massachusetts. As a mentor teacher and professional development presenter, Lauren is passionate about creativity and making art accessible for everyone. Her passions in STEAM and Arts Integration are at the root of her goal to collaborate with classroom teachers everywhere.

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Arts Integration: Solar System Chemical Reaction Painting

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Solar System Arts Integration is a perfect topic! If you feel like your model lessons are getting a little stale, then give this one a try! Chemical reaction painting techniques using baking soda and vinegar add fizzy fun to any science classroom. Convert planet measurements and distances, while investigating mathematical tools like compasses.

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From Pictures to Tableau: An Arts Based Strategy

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From Pictures to Tableau: An Arts Based Strategy

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The Institute for Arts Integration and STEAM

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Deirdre Moore | February 2017

Remember the KWL - "Know, Want to Know, Learned"? Long ago I learned that strategy of introducing new material to my students - ask them what they already know and want to know about a new topic and then add what was learned. Later, I was introduced to a new version that read: What I think I know, What I want to know, Misconceptions, New Learning. This new version had student responses on sticky notes so the statements could be moved around in case something a child "thought I knew" turned out to be a "misconception" and the questions could be moved to "new learning" with the answers. I thought that was a great new development in the old KWL. Well, this arts based strategy has nothing on the power of image and tableau to engage students in and prepare them for new learning.

Taking it to the Next Level

Being part of a Turnaround Arts school has many benefits and meeting amazing specialists in the world of arts and arts integration is just one of them. Melanie Rick of Focus 5 is one of those specialists. In addition to her work with Focus 5, she has worked with the Kennedy Center as a course leader and instructional arts coach. Over the two-plus years, our school has been a Turnaround Arts school, Melanie has come on several occasions to help the staff learn to integrate images, Acting Right and tableau into their teaching. On her last visit, Ms. Rick demonstrated and led the staff through several ways to move from pictures to tableau to introduce new learning to students.

What is so fantastic about using images is that they are so engaging regardless of the literacy level of the students. All sighted students can appreciate an image on some level and most can easily learn to read an image noticing the setting; any objects; facial expressions, clothing and body language of characters/subjects; medium (like photo versus painting); etc. When students learn to notice these things through direct instruction and from peer modeling, they can start to make predictions and generate wonderings about new learning

For example, I watched Ms. Rick introduce the Gold Rush to a group of 4th-grade students who already had experience with Visual Thinking Strategies and Acting Right. First, she asked them to just consider the name "Gold Rush" to activate their thinking. Then, she showed them a number of images related to the Gold Rush. In small groups, the students discussed these images and created tableau (frozen pictures created with the body) to recreate the images. This generated lots of enthusiasm, helped the students draw some conclusions and created some wonderings about the Gold Rush.

The Arts Based Strategy

One way to work with images is just to have the students generate observations about the pictures themselves. When looking at images depicting the Gold Rush, the students might notice the tools the subjects were using, the setting in the outdoors often near water, the fact that most of the pictures had men but not women, the clothing indicating this was not something that happened in their lifetime, etc. That in and of itself could be enough to whet the appetite of curious learners and create a rich learning environment. Incorporating tableau takes that one step further. By having the students physically recreate the images, they are engaging more deeply. They have to select those elements they feel are most important since they won't be able to completely recreate the image. This is how arts based strategy works.

This can indicate a great deal to the teacher in terms of the students' understanding. By embodying the image , the students have to take on the body posture and facial expression of any human or animal subjects pulling them further into their understanding of the image and the relationship between subjects and actions in the image. They might embody any natural elements or tools in the image further impressing upon them other important details that can reveal clues about this new topic to be studied.

By using images as your arts based strategy and having the students create tableaux based on those images, all the students are now invested in this new topic and are armed with an awareness and some wonderings. By recording those (even incorporating the old or newer version of KWL!), the students can reflect on their learning at the end of the unit and see how far they have come!

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From Pictures to Tableau: An Arts Based Strategy

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Deirdre Moore | February 2017 From Pictures to Tableau: An Arts Based Strategy Remember the KWL - "Know, Want to Know, Learned"? Long ago I learned that strategy of introducing new material to my students - ask them what they