MUS/THE/ART

• Immersion - start and let kids join in
• Echo-Singing - sing entire song first, break into phrases for kids to echo

sounds of predominantly definite pitch with artistic intent; sounds intentionally organized in time and space

combinations of long and short sound and silences performed with a steady beat

a steady pulse

the speed of the beats

organization of the beats into sets . . . 2s, 3s, 4s, etc.

high/low sounds

a sequence of pitches or tones perceived by he mind as a unit; the tune of the song

two or more pitches played or sung simultaneously

eight pitches, from one to the next of the same name. i.e. C to C

an octave of sequential pitches with "nicknames"and hand signs (do, re, mi, fa, so, la, ti, do)

volume levels; quiet/loud sounds

the pattern or structure of a musical piece

putting things in a specific order

a repeated pattern used to accompany a song

the unique sound of an instrument or a voice

• Art is a basic communication vehicle
• Art engages emotions and motivates
• Art develops aesthetic understanding
• Art promotes attention to details
• Art develops higher order thinking
• Art gives confidence to be unique
• Art promotes respect for diversity
• Art develops concentration, responsibility & self-discipline
• Art is a natural partner with other curricular areas
• Art is a way to assess

• 1. Arts Integration Philosophy
• 2. Arts Literacy
• 3. Collaborative Planning
• 4. Aesthetic Learning Environment
• 5. Literature as a Core Art
• 6. Best Teaching Practices
• 7. Instructional Design
• 8. Differentiation
• 9. Assessment for Learning
• 10. Arts Partnerships

Teachers experiment by using arts casually for enjoyment and give students chances to work creatively.

When teaching about and in the arts, there is a conscious effort to develop aesthetic thinking. Students are engaged in exploration, creation, response, performance, reflection and evaluation.

The emphasis in teaching through the arts is creating meaning using the arts.

• Balance - sense of being comfortable, symmetrical and asymmetrical balance
• Movement - focal point
• Rhythm - repetitions, patterns
• Contrast - Contrast shows differences between the elements of art, which are: line, color, shape, value, space and texture
• Emphasis - given to a center of interest, which might be the largest, brightest or lightest subject
• Pattern - created through a repetitions use of the same element to create an overall design
• Unity - the harmony of all the visual elements in a composition

What do I want the student to learn about the subjects being integrated?

Six key factors behind internal motivation are 1) understanding, 2) interest, 3) choice, 4) meaning and purpose, 5) goals and expectations, and 6) the group effect.

Stereotypes in artwork. Banning "icons" encourages children to create more thoughtful work. May stunt artistic growth.

• Children's art develops in stages
• 1-2 years: Random scribbling
• 2-7 years: Shape making
• 3-5 years: Symbol making
• Scribbles turn into shapes which turn into symbols

• 1. Understand and apply media, techniques and processes
• 2. Use knowledge of structure and function
• 3. Choose and evaluate a range of subject matter, symbols and ideas
• 4. Understand the visual arts in relation to history and cultures
• 5. Reflect upon and assess the characteristics and merits of their work and the work of others
• 6. Make connections between visual arts and other disciplines