I think that activities like drawing, or other artistic mediums, allow our students to express themselves in ways other than the demanding note-taking and original informational/argumentative writing, which is necessary and good for their education, but can be tiresome/frustrating when done over and over, especially for students who are already frustrated with school or have needs outside of traditional instruction (which is most students).

English itself is quite a flexible subject, and considering that writing itself is an art form, has a lot of overlap with visual art and other types of art in general. Personally, I have not been trained in art integration. I have been incorporating (or trying to incorporate, to the best of my ability) various types of art in my lessons throughout the year and was hoping for a more individualized session with Ms. Samaras, as she is an expert in the subject of teaching teachers how to utilize art integration. Observational drawing is interesting, but at this point in the year, I have already achieved goals with my students that are very similar to the ones she presented, e.g., using visual art to discuss symbolism.

In the future, I would prefer to have a department-wide planning discussion with Ms. Samaras to discuss the ways we can use art in our current ELA curriculum and share ideas among teachers in the same subject. I did speak about these things briefly with Ms. Samaras, but due to the time constraints and the shared nature of the workshop, our conversation was unfortunately cut short.

1. Science (Physics, Biology, Chemistry)

• Physics: Understanding light, shadow, and reflection on a sphere helps with concepts like the behavior of light, refraction, and optics.

• Biology: Sketching biological specimens (cells, eyeballs, fruits) enhances attention to detail, improving scientific observation and documentation skills.

• Chemistry: Visualizing molecules and atomic structures, which often appear as spheres, aids in conceptualizing three-dimensional molecular geometry.

2. Math (Geometry, Trigonometry, Calculus)

• Circles and spheres are fundamental to geometry, symmetry, and proportions.

• Helps students grasp pi, circumference, volume, and surface area calculations in real-world applications.

• Cross-contour drawing strengthens spatial reasoning, useful for understanding 3D graphing and calculus applications.

3. Engineering & Technology

• Observational drawing refines hand-eye coordination and visualization, crucial for drafting, CAD, and 3D modeling.

• Helps students understand perspective, scale, and form, useful in designing prototypes or architectural planning.

4. Language Arts & History

• Drawing teaches students to analyze and describe objects in detail, improving their ability to use precise descriptive language in writing.

• In history, studying and sketching scientific illustrations or classical artwork deepens engagement with historical documentation and artistic styles.

5. Social Studies & Environmental Science

• Mapping and cartography often rely on circles (e.g., latitude/longitude, global projections).

• Drawing natural objects like planets, tree rings, or water droplets increases awareness of natural patterns and structures.

6. Special Education & Mindfulness

• Helps students with focus, patience, and motor skills.

Observational drawing is often used in SEL (social-emotional learning) programs for mindfulness and stress reduction.

As a teacher, I can use this with my medical terminology students by having them draw body parts or organs. This will help them better understand shapes, structure, and details while also making learning more fun and creative.

Slowing down and noticing the small details help students analyze imagery in literature by allowing them to fully engage with the text. By carefully observing sensory details—such as colors, sounds, and textures—they can uncover deeper meanings, emotions, and themes. This practice strengthens their ability to interpret symbolism, recognize the author's intent, and make connections to the broader narrative, ultimately enhancing their critical thinking and literary analysis skills.

I can incorporate this approach into my lessons. Much like artists and architects, engineers often begin their designs by visualizing them internally before bringing them to life on paper or in digital models. Encouraging students to close their eyes and imagine shapes, forms, and structures could help them develop stronger spatial awareness and creative problem-solving skills. Drawing 3D shapes with their eyes closed might allow them to "feel" the space, similar to how architects start their designs with an internal vision before refining them into something tangible.

Teaching my students to focus on depth, texture, and form can help them understand the importance of visualizing and planning before executing a project, an essential skill in engineering design. This process reinforces the idea that design begins with a concept, a thought, before transforming into a physical structure.

Incorporating techniques like this into my classroom will encourage students to think beyond the surface and develop a deeper connection with their work, strengthening both creativity and technical skills.

I loved the open concept of drawing without looking at the paper to develop a better "feel" for charcoals moving along the paper

It was interesting to see how each teacher had a completely different interpretation of the same object(s)

This year we are planning to use hot and cold colors (*******in the past we used complimentary colors in concentric circles.. Sonia Delaunay ) to create abstract composition. For example Hot colors (reds, oranges, yellows): Can represent fever, inflammation, anxiety, or increased blood flow.Cold colors (blues, greens, purples): Can represent bleeding.. (person getting cold ); hypothermia, depression, or poor circulation.

I have been doing this throughout the year with whatever knowledge I already possessed on the topic. I have heard other teachers express they are also comfortable with this, while others are at a loss on how to truly integrate art with their lessons and units. As an art integration school, this type of training and confidence in implementing this type of teaching (arts integration) should be more uniform among staff.

I think these sessions are meant to scaffold us as teachers and show us how an art integration lesson might work, but what ends up happening is that we experience an art lesson and are prodded to think of how we might use this specific one instead of coming up with something original that will fit our students' needs. What we are really missing is the creative skill of thinking out and planning these lessons for our grade level and content area. Or perhaps the school should consider implementing an arts integration curriculum separate from the rest of the district.

All of this to say, I see and appreciate what these sessions are meant to do, but I think it is within reason to say that the sessions could be altered in order to better fit their intended purposes.