How to Introduce Music into Your Classroom Even if you are Not a Music Teacher!
Irene Light is a certified public school music teacher with over 30 years of teaching experience. She has taught classroom, choral and instrumental music from preschool through eighth grade. She was the recipient of multiple piano scholarships from the Henry Street Settlement Music School and graduated from Music & Arts High School in New York . She obtained a B. A. in Music from Hunter College followed by her teacher's license in graduate school.
Check out her website for fun ways to use music in the classroom!
http://www.childrensmusic.org/light3.html
Showing posts with label Sources and Resources. Show all posts
Showing posts with label Sources and Resources. Show all posts
Monday, November 3, 2008
Wednesday, October 8, 2008
Ghostly Tales on CD!!!
The Tippecanoe Storytellers Guild members have been telling spine-tingling tales at their annual Ghost Tales performance for 20 years! To celebrate, we have created a two-CD "best of show" set entitled "Howl At the Moon, Ghostly Tales to Tingle Your Spine" with 14 tellers and 26 stories. One CD is geared for K-2, the other CD has tales that are a little more scary!!!!
You can order your own copy....Just $10 plus $3 shipping (Total $13) by writing to:
Tippecanoe Storytellers Guild
c/o Doyne Carson
6828 Indian Bluff Rd
Battle Ground IN 47920
You can order your own copy....Just $10 plus $3 shipping (Total $13) by writing to:
Tippecanoe Storytellers Guild
c/o Doyne Carson
6828 Indian Bluff Rd
Battle Ground IN 47920
Thursday, August 21, 2008
The Lab School
Want to learn more about arts integration? One very interesting example is The Lab School of Washington, D. C. Founded by Sally L. Smith in 1967, The Lab School is an innovative, rigorous, arts-based program for intelligent students with moderate to severe learning disabilities. They operate schools in Washington, D.C., and Baltimore, MD. and the Academy in Manyunk in Philadelphia.
The teaching methods developed there have led to the development of The Lab School Methodology, including the Academic Clubs and the highly individualized arts based curriculum in Baltimore and Manyunk.
Sally Smith died in 2007, but her book "The Power of the Arts: Creative Strategies for Teaching Exception Learners" (Brookes 2001)explains her methods and how the arts help the learning disabled overcome their limitations.
For a quick glimpse at The Lab School visit this website: www.labschool.org
The teaching methods developed there have led to the development of The Lab School Methodology, including the Academic Clubs and the highly individualized arts based curriculum in Baltimore and Manyunk.
Sally Smith died in 2007, but her book "The Power of the Arts: Creative Strategies for Teaching Exception Learners" (Brookes 2001)explains her methods and how the arts help the learning disabled overcome their limitations.
For a quick glimpse at The Lab School visit this website: www.labschool.org
Friday, August 1, 2008
Strategies and Activities for Classroom Teachers
Heinemann
361 Hanover Street
Portsmouth, NH 03801-3912
Phone (603) 431-7894
Fax (603) 431-7840
(603) 431-4971
www.heinemann.com
A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers by national teaching artists Lenore Blank Kelner and Rosalind Flynn details how merging drama into reading instruction increases students’ reading comprehension skills. Kelner and Flynn’s text makes what is implicit to experienced educational drama specialists explicit for classroom teachers. Designed for teachers with little to no experience in drama, this new book contains information, advice, directions, steps, tips, charts, lists, photos, and ideas for use with students in grades one through eight.
In his foreword to the book, actor, author, and arts advocate Eric Booth gives the text high praise:
“A Dramatic Approach to Reading Comprehension: Arts Integration in Action by Lenore Blank Kelner and Rosalind M. Flynn is a powerful and important contribution to our national experiment. Indeed, they erase the gamble of arts integration with a step-by-step process that assures the quality of the arts learning and the literacy payoffs that make it more than worth the time involved.”
Literary specialist, principal, and noted author, Roberta Mantione, co-author of Weaving Through Words provides equal praise from a reading comprehension perspective:
“If you were to perfect just one drama technique from this book it could change your literacy time by cracking open the words of a text and letting children live inside the book. Those who work in the field of reading and want to open new doors of understanding for students will find the support you have been hoping for in this book.”
Lenore Blank Kelner is an actress, director, playwright, educator, drama specialist, and author. For the past twenty-five years she has worked with teachers and students nationwide integrating drama into ongoing classroom instruction. She is the author of The Creative Classroom (Heinemann, 1993) and was the recipient of the 2004 Creative Drama Award from the American Alliance for Theatre and Education.
Rosalind M. Flynn is an educational drama consultant who conducts workshops for teachers, artists, and students nationwide. She is also an instructor in the Drama department at The Catholic University of America, Washington, DC. Dr. Flynn’s Ph.D. research focuses on the use of drama as a learning method, and her articles on educational drama have been published in many journals.
For additional information and to order a copy of this book visit: http://www.heinemanndrama.com/products/E00794.aspx
361 Hanover Street
Portsmouth, NH 03801-3912
Phone (603) 431-7894
Fax (603) 431-7840
(603) 431-4971
www.heinemann.com
A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers by national teaching artists Lenore Blank Kelner and Rosalind Flynn details how merging drama into reading instruction increases students’ reading comprehension skills. Kelner and Flynn’s text makes what is implicit to experienced educational drama specialists explicit for classroom teachers. Designed for teachers with little to no experience in drama, this new book contains information, advice, directions, steps, tips, charts, lists, photos, and ideas for use with students in grades one through eight.
In his foreword to the book, actor, author, and arts advocate Eric Booth gives the text high praise:
“A Dramatic Approach to Reading Comprehension: Arts Integration in Action by Lenore Blank Kelner and Rosalind M. Flynn is a powerful and important contribution to our national experiment. Indeed, they erase the gamble of arts integration with a step-by-step process that assures the quality of the arts learning and the literacy payoffs that make it more than worth the time involved.”
Literary specialist, principal, and noted author, Roberta Mantione, co-author of Weaving Through Words provides equal praise from a reading comprehension perspective:
“If you were to perfect just one drama technique from this book it could change your literacy time by cracking open the words of a text and letting children live inside the book. Those who work in the field of reading and want to open new doors of understanding for students will find the support you have been hoping for in this book.”
Lenore Blank Kelner is an actress, director, playwright, educator, drama specialist, and author. For the past twenty-five years she has worked with teachers and students nationwide integrating drama into ongoing classroom instruction. She is the author of The Creative Classroom (Heinemann, 1993) and was the recipient of the 2004 Creative Drama Award from the American Alliance for Theatre and Education.
Rosalind M. Flynn is an educational drama consultant who conducts workshops for teachers, artists, and students nationwide. She is also an instructor in the Drama department at The Catholic University of America, Washington, DC. Dr. Flynn’s Ph.D. research focuses on the use of drama as a learning method, and her articles on educational drama have been published in many journals.
For additional information and to order a copy of this book visit: http://www.heinemanndrama.com/products/E00794.aspx
Book Study Questions
Book Study Questions
1. How has reading this book altered your opinion of a certain approach/strategy to teaching?
2. Does the author(s) present information in a way that is interesting, insightful, and/or helpful if so, how does he or she achieve this?
3. How has the book increased your interest in the subject matter? If so, what are your next steps? If not, why not?
4. What was unique about the book and how did it enhance or take away from your interest?
5. What are the three most important things you think the author(s) wanted you to glean from reading this book?
6. What are the three most significant things you learned from reading this book?
7. What are two things you do not want to forget after reading this book?
8. What challenges did this book present for you?
10. What questions or concerns did this book raise for you?
11. What do you hope to do with the information you gleaned from this text?
(by Lenore Blank Kelner, Teaching Artist and Educator)
Planning Form for an Arts Integrated Lesson
PLANNING FORM FOR AN ARTS INTEGRATED LESSON
(Integrating Drama and Reading Comprehension)
TITLE OF THE LESSON:
NAME: GRADE:
LENGTH OF THE LESSON: BOOK OR TEXT USED AND AUTHOR
OTHER MATERIALS/LOGISTICS NEEDED:
OBJECTIVES ADDRESSED (Be sure you have objectives in drama as well as in a non-arts curriculum area)
Drama:
The students should be able to:
1.
2.
Reading Comprehension:
The students should be able to:
1.
2.
NEW VOCABULARY NEEDED FOR THIS LESSON:
CONNECTIONS TO OTHER CONTENT AREAS (if applicable):
PRIOR KNOWLEDGE NECESSARY FOR LESSON (drama/reading):
LESSON OUTLINE
A. INTRODUCTION
B. PROCEDURES
(Briefly list in order the Step X Step Learning Activities and put the time you anticipate each activity will take.)
1.
2.
3.
4.
5.
C. Reflection and Wrap-up Questions
EVALUATION/ASSESSMENT: How will you know the lesson is successful? How will you assess the drama as well as the reading comprehension components to the lesson?
FOLLOW UP/EXTENSION IDEAS/NEXT STEPS:
(by Lenore Blank Kelner, Teaching Artist and Educator)
(Integrating Drama and Reading Comprehension)
TITLE OF THE LESSON:
NAME: GRADE:
LENGTH OF THE LESSON: BOOK OR TEXT USED AND AUTHOR
OTHER MATERIALS/LOGISTICS NEEDED:
OBJECTIVES ADDRESSED (Be sure you have objectives in drama as well as in a non-arts curriculum area)
Drama:
The students should be able to:
1.
2.
Reading Comprehension:
The students should be able to:
1.
2.
NEW VOCABULARY NEEDED FOR THIS LESSON:
CONNECTIONS TO OTHER CONTENT AREAS (if applicable):
PRIOR KNOWLEDGE NECESSARY FOR LESSON (drama/reading):
LESSON OUTLINE
A. INTRODUCTION
B. PROCEDURES
(Briefly list in order the Step X Step Learning Activities and put the time you anticipate each activity will take.)
1.
2.
3.
4.
5.
C. Reflection and Wrap-up Questions
EVALUATION/ASSESSMENT: How will you know the lesson is successful? How will you assess the drama as well as the reading comprehension components to the lesson?
FOLLOW UP/EXTENSION IDEAS/NEXT STEPS:
(by Lenore Blank Kelner, Teaching Artist and Educator)
Thursday, July 31, 2008
ArtWorks for Schools culminated in the development of a program that teaches high-level thinking in and through the arts. The program was developed collaboratively by the DeCordova Museum, Project Zero, Underground Railway Theater, and schools in Cambridge and Lincoln, Massachusetts. The purpose of the program is to help teachers and students discover the power of the arts to enrich high-level cognition across school subjects.
Designed primarily for the upper elementary and middle school grades, but used by teachers of younger students as well, the ArtWorks program focuses on four high-level thinking dispositions which it views as central to responding to and making art and also as central to thinking and learning in other disciplines.
the disposition to explore diverse perspectives
the disposition to find, pose, and explore problems
the disposition to reason and evaluate, and
the disposition to find and explore metaphorical relationships.
These areas of thinking are characterized as dispositional in nature, rather than skill-centered, because they involve attitudes, emotions, and sensitivities, as well as cognitive skill. The areas have been selected because they satisfy three criteria which ArtWorks views as essential for teaching thinking in and through the arts: 1) Each of the thinking dispositions are authentic to responding to and making art in the sense that they are the things that people who view and make art actually tend to do; 2) each have genuine cognitive power in the arts, in the sense that they significantly contribute to aesthetic learning and understanding; and 3) each have genuine cognitive power in other areas of learning, particularly traditional school subjects.
The ArtWorks for Schools Curriculum Materials are now available. Program concepts are introduced through a videotape for educators. Lessons designed to cultivate the four forms of thinking--first in the arts and then transferred from the arts to other school subjects--are included in the teacher handbook. The teacher handbook also offers tips for teaching each lesson, guidelines for assessing student participation, additional lesson ideas, pictures of practice, and advice for making the most of field trips to the art museum or theater. Slides of contemporary art from the DeCordova Museum’s Permanent Collection accompany the lessons. The use of the curriculum materials can be supplemented by access to museum resources and theater performances.
Principal Investigators:
Shari Tishman
Tina Grotzer
For more information on Project Zero, go to: http://pzweb.harvard.edu/Research/ArtWks.htm
Designed primarily for the upper elementary and middle school grades, but used by teachers of younger students as well, the ArtWorks program focuses on four high-level thinking dispositions which it views as central to responding to and making art and also as central to thinking and learning in other disciplines.
the disposition to explore diverse perspectives
the disposition to find, pose, and explore problems
the disposition to reason and evaluate, and
the disposition to find and explore metaphorical relationships.
These areas of thinking are characterized as dispositional in nature, rather than skill-centered, because they involve attitudes, emotions, and sensitivities, as well as cognitive skill. The areas have been selected because they satisfy three criteria which ArtWorks views as essential for teaching thinking in and through the arts: 1) Each of the thinking dispositions are authentic to responding to and making art in the sense that they are the things that people who view and make art actually tend to do; 2) each have genuine cognitive power in the arts, in the sense that they significantly contribute to aesthetic learning and understanding; and 3) each have genuine cognitive power in other areas of learning, particularly traditional school subjects.
The ArtWorks for Schools Curriculum Materials are now available. Program concepts are introduced through a videotape for educators. Lessons designed to cultivate the four forms of thinking--first in the arts and then transferred from the arts to other school subjects--are included in the teacher handbook. The teacher handbook also offers tips for teaching each lesson, guidelines for assessing student participation, additional lesson ideas, pictures of practice, and advice for making the most of field trips to the art museum or theater. Slides of contemporary art from the DeCordova Museum’s Permanent Collection accompany the lessons. The use of the curriculum materials can be supplemented by access to museum resources and theater performances.
Principal Investigators:
Shari Tishman
Tina Grotzer
For more information on Project Zero, go to: http://pzweb.harvard.edu/Research/ArtWks.htm
Wednesday, July 30, 2008
ArtsEdge is a Primary Resource
Looking for lesson material that integrates the arts? The John F. Kennedy Center has material on many subjects with lesson plans, standards, website links, and how-tos on hundreds of subjects! All you have to do is find your area of interest and go for it! You can find all this great material at http://artsedge.kennedy-center.org/teach/hto.cfm
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