STEAM & STEM Integration '21-'22
Session Resources
This is one of several themes that have emerged from the group for further study and exploration since launching the network in early 2020. Scroll down for resources from '21-'22.
Embedded Files
Resources from March 10, 2022
Resources from March 10, 2022
Darryl Thomas: Connecting Coding & Dance
Darryl Thomas: Connecting Coding & Dance
Get Inspired by learning about connections between coding and dance! Click on image for recording of the session presented by Darryl Thomas, Professor of Dance at WOU and Artistic Director at Rainbow Dance Theatre.
Pro Tip: Click arrow at top of image to launch video in new & larger window.
In this session Darryl shares about Illumindance, Code Can Dance, and the iCode Mobile Code Lab. He explains how dancing is like coding and invites you to think about connecting your passions to coding with other STEM endeavors.
Pro Tip: Asynchronous videos allow you to pause, rewind, and fast forward through material - Tech issues end around 10 minute mark
Darryl Thomas Presentation STEAM Integration.mp4Resources from February 10, 2022
Resources from February 10, 2022
The Arts and the Common Core, Creative Practices, and Simple Machines Integrated Art Classroom Video
The Arts and the Common Core, Creative Practices, and Simple Machines Integrated Art Classroom Video
Click arrow in top right hand corner of two charts below to open in new window so that you can read the font at a more realistic size. They are two different visual representations of similar information: one from Oregon and one from California.
Arts Standards & Processes.pdfCalifornia Arts Standards - Content Standards (CA Dept of Education).pdf
Resources from January 13, 2022
Resources from January 13, 2022
Categories of Arts in Schools, Philosophical Foundations & Lifelong Goals, WRAP Needs Assessment
Categories of Arts in Schools, Philosophical Foundations & Lifelong Goals, WRAP Needs Assessment
Resource #1
Resource #1
1. Art as Curriculum
If a school has a music, art, drama, or dance teacher, their approach is most likely and primarily Arts as Curriculum. Students develop knowledge and skills in a particular art form. Often referred to as “arts learning” or “art for art’s sake,” the programs are guided by national, state, or local standards for each of the art forms. For example, in visual arts, students learn the content, processes, and techniques for two- or three-dimensional work. They learn how the visual arts developed and changed throughout history, and engage in creating and analyzing works created in a variety of media.
2. Arts-Enhanced Curriculum
When the arts are used as a device or strategy to support other curriculum areas, but no objectives in the art form are explicit, then the approach is called Arts-Enhanced Curriculum. For example, students sing the ABCs as a means to other ends—remembering the letters and sequence of the alphabet. However, students are not usually expected to learn about melody, song structure, or develop specific singing skills.
Arts-Enhanced Curriculum acts as a “hook” to engage students in learning content. Additionally, teachers need little or no training in the art form. Arts-Enhanced Curriculum is often mistaken for Arts-Integrated Curriculum or a distinction is not made between the two.
3. Arts-Integrated Curriculum
In Arts-Integrated Curriculum, the arts become the approach to teaching and the vehicle for learning. Students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject area to gain greater understanding in both. For example, students meet objectives in theater (characterization, stage composition, action, expression) and in social studies. The experience is mutually reinforcing—creating a dramatization provides an authentic context for students to learn more about the social studies content and as students delve deeper into the social studies content their growing understandings impact their dramatizations. For Arts-Integrated Curriculum to result in deep student understanding in both the art form and the other curriculum area, it requires that teachers engage in professional development to learn about arts standards and how to connect the arts to the curriculum they teach.
Resource #2
Resource #2
Philosophical Foundations & Lifelong Goals
Philosophical Foundations & Lifelong Goals
The philosophical foundations and lifelong goals establish the basis for the new standards and illuminate artistic literacy by expressing the overarching common values and expectations for learning in arts education across the five arts disciplines. They were developed by NCCAS leadership and are being used to guide the writing of the Core Arts Standards and are a series of five statements and related goals that articulate the benefits of arts involvement on a broad scale.
Resource #3 What is Arts Integration?
Resource #3 What is Arts Integration?
Resource #4 WRAP Needs Assessment
Resource #4 WRAP Needs Assessment
Resource #5
Resource #5
National Core Arts Standards
National Core Arts Standards
nccasconceptualframework4.pdf
Page updated
Google Sites
Report abuse