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Strategies Toolkit
Lauren Hodson
Quick Guide to
ways you
can include Arts Integration
Strategies in your classroom
today!
Includes:
Visual Art
Drama
Music
Dance
Visual Art
Strategies
Show students an image. This could be a work of Art, a Scientific image, or a photograph in History.
Follow the below steps. The student answers could be discussed or written, but always shared.
Think: What do you think about that? Student infer the context for the image. Maybe the mood the
image conveys.
Wonder: What does it make you wonder? The Why and How questions
Students can use this process to creatively record ideas or concepts from class to class
Headlines :
All Content Areas
Show students an image and ask them to describe it using no more than 6 words as a headline
Tell students some information about the image and have them repeat the process with more
background information.
Infographics : (Piktochart.com)
Technology, Visual Art, All Content Areas, ELA, Critical Thinking
Create an Infographic online about a unit topic of choice. An Infographic is Art For Your Brain
Go to Piktochart.com and use tutorials to learn the basics of the online platform
Example: Students use infographics to highlight a time period in history, explain the solar system,
artistic book report, or explain math principles.
visit museum websites and collect artwork or artifacts that align with a unit of study.
copy and paste images into their slideshow while citing their sources
write about their selections and answer critical questions you have posed based on your objective.
Allow them to explain their choices while making connections to the unit content
Drama
Strategies
Explain the 5 tools that actors use: Voice, Body, Imagination, Concentration, and Collaboration.
Use all of the Tools to depict a scene from a story, depict a painting or image, etc.
Recreate an image, scene, or photograph using tableau, or frozen picture using bodies.
Remind students to collaborate and use high, medium, and low movements
Create a frozen tableau wherein students can select a person or thing in the image
When prompted, students should describe what is happening in the image as their character or
about their character specifically.
Have students write about what happened before the scene in the image and share their thoughts
Have students about what happens after the the scene in the image and share their thoughts.
Combine techniques by having students perform a frozen tableau and when tapped, explain what
happens either before or after this.
A student, or groups of students are being interviewed by the rest of the class. They take on the
role of a character(s) in a story.
This may take some preparation and a warm-up activity. Try beginning with someone famous.
Music
Strategies
For music classes: Students are broken up into groups of players and painters
For other classes: Students can listen to a piece of music from an outside source like watching a
video of a symphony. TRY: Tchaikovsky's Nutcracker
A: Paint again
Call
Students then are asked to identify key details of that piece of music and identify what they
represent and what instrument is used to create the sound.
Students create a square around the room. In the center of the square is an instrument of choice.
One student moves to the center of the square and plays four beats of music. The next student
plays those four beats and then adds their own. This continues until an entire song is composed.
Students will view performances done by the group and gather materials that can produce sound.
Students will also decide on a notation system to compose movement and sound for a 2 minute
performance. A video will be made of their performance for presentation.
Dance
Strategies
Play a piece of music while two students stand in front of each other. One student assumes the role
of leader and the other student mirrors, or copies the others movements.
Students begin again, but this time they must switch roles in the middle of the song without
speaking. Remind students to move in high, medium, and low spaces. Remind students also that
they can move with fluidity or mechanical motions.
Play music and instruct students to freeze when they hear something specific in the music.
Students can freeze in an emotion when they recognize that part of the music.
Listen and Analyze a piece of music. What is the story of this piece? What is happening in the
beginning, middle, and end?
Break students into 3 groups and have them choreograph a dance that describes the story.
Watch a video of dancers performing and discuss the angles and shapes that are seen.
Break students into groups and have them choreograph at least 5 geometric concepts that they saw
into a dance. Have a discussion with students about the connections they saw between math and
dance.
This process can be adapted to much mathematical vocabulary. (x and y axis, rotate, symmetry)
Students brainstorm how words can be described through dance. Poetry, imagery, scenes, lyrics
Define the Parts of Speech (noun, verb, adjective, adverb, and preposition)
In dance terms, a noun says what or who moves, a verb says what you are doing, an adverb says
how you are doing it and a preposition says where you are doing it (Susan Hartley)
Students decide what their movements would look like and choreograph a dance based on that
relationship. The dance should have a beginning, middle, and end.
Sources &
Resources
Visual Art:
Gonzalo, Back to School: How I teach a language class with infographic visuals, August 13, 2015.
http://piktochart.com/blog/backtoschool-how-i-teach-a-language-class-with-infographic-visuals/
Harvard Project Zero: Visible Thinking
http://www.visiblethinkingpz.
org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html
Riley, Susan. Artful Journaling Lesson Plans. Education Closet. February 2, 2011
http://educationcloset.com/2011/02/02/artful-journaling-lesson-plans-education-closet/
Team Six: 6 Word Memoirs. http://sixwordmemoirs.com/about/about-six/
Wood, Julie. Web Sitings: Virtual Art, Real Learning. Scholastic.
http://www.scholastic.com/teachers/article/web-sitings-virtual-art-real-learning
Drama:
Music:
Riley, Susan. Arts Integration Technique-Call and Response. Education Closet. July 20, 2012.
http://educationcloset.com/2012/07/20/arts-integration-technique-call-and-response/
Riley, Susan. The Improvisation Frame: A Music Arts Integration Strategy. Education Closet. June 27, 2013.
http://educationcloset.com/2013/06/27/the-improvisation-frame-a-music-arts-integration-strategy/
Dance:
Hartley, Susan. Parts of Speech and Dance. Wake County Public Schools.
http://www.ncpublicschools.org/curriculum/artsed/resources/handbook/dance/27integration#parts
Lin Hannum, Angelina. Geometry in Dance. Arts Integration Solutions. December 2012.
http://educationcloset.com/wp-content/uploads/2012/04/mirroring-technique.pdf