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Beth Olshansky, Program Director/Developer
University of New Hampshire Lab for Interactive Learning, Durham
Picturing Writing: Fostering Literacy Through Art
Image-Making Within the Writing Process
Target Grades: Picture Writing and Image-Making have been implemented in grades K-12
Integrating the Arts into the Curriculum: As the developer of two art-and-literature-based writing programs (Picturing Writing: Fostering Literacy Through Art and Image -Making Within the Writing Process), I have worked with teachers and schools across New Hampshire designing and implementing methods for integrating art into the writing process across the curriculum. The schools that have been most successful in adopting these methods look beyond the limitations of short-term artist-in residence programs. While residencies can provide a dynamic springboard for integrating the arts into the curriculum, in order for an arts-based approach to become truly embedded within the classroom and integrated into the curriculum, teacher-training and follow-up are essential.
Since many teachers lack confidence about their own art and/or writing abilities, I have found that hands-on teacher training is essential. Following a step-by-step, experiential teacher-training workshop, I often hear teachers say, "I have seen how this approach can help me [as an artist or as a writer} so I know it will help my students." The most successful project I have facilitated include teacher-training workshops, follow-up seminars, and an optional artist-in residence component (modeling the process in the classroom).
Because we offer research-proven practices, we are able to provide schools with documentation about the impact of our program on student writing. This information has proven to be instrumental in winning the support of school administrators, Language Arts curriculum coordinators, Title I Administrators, teachers, school board members, parents, as well as possible funding agents (local foundations). We are also able to offer graduate credit course options which make teacher-training available in many school districts through course reimbursement monies. Creative funding strategies have been instrumental in providing teachers with the necessary training and support.
Picturing Writing: Fostering Literacy Through Art, Image-Making Within the Writing Process: Picturing Writing consists of a progression of art-and-literature-based mini-lessons which utilize simple crayon resist art techniques and thematic literature studies to teach the key literary elements of writing: sense of setting, sequencing, beginning, middle, end, plot development, character development, use of descriptive language, and voice. Image-Making Within the Writing Process is an art-and literature-based writing process which utilizes hand-painted textured papers created by each student to develop and construct collage stories. It provides students with concrete visual and kinesthetic tools for developing and giving shape to their ideas through the manipulation of cut and torn papers.
Image-Making was validated by the US Department of Education as an innovative and effective literacy program in 1993 based on the research conducted by the University of New Hampshire. Picturing Writing is designed to precede Image-Making, providing students with a solid foundation of literary skills which they can then apply throughout the Image-Making process. Through a thoughtfully designed progression of art-and-literature-based mini-lessons, both programs give students access to visual and kinesthetic as well as verbal modes of conceptualization at each and every stage of the writing process. This allows students with a variety of learning styles to utilize alternate modes of thinking to support their literary learning. The overall purpose of these programs, (used separately or combined to form a yearlong alternative Language Arts program) is to give all students the opportunity to successfully acquire essential writing skills. Both Picturing Writing and Image-Making can easily be integrated into other areas of the curriculum, particularly social studies and science.
Based on a research study conducted at the University of New Hampshire (1997-98) involving 555 first- and second-grade students, Picturing Writing and Image-Making have been proven to dramatically improve student writing compared to students in demographically matched comparison groups. Both processes have been proven to be particularly effective in helping at-risk students gain essential literacy skills.
Services provided: teacher training, residencies, teachers manuals, reduced-cost classroom art materials, professionally published student books, awareness folder, research packet.
Contact: Beth Olshansky
Laboratory for Interactive Learning
University of New Hampshire
Thompson Hall, 105 Main Street
Durham, New Hampshire 03824
603/ 862-3691/659-6018
fax: 603/ 862-4140
email: eja@christa.unh.edu
RETURN TO TOP
Dan Johnson, Music; Judy Keefe, Art; Jackie Moulton, Physical Education
New Boston Central School, New Boston
Principal: Richard H. Matthews
Joyous Expression and Creative Thinking: A Very Colorful Integrated Arts Project
Target Grade: 5th and 6th grades
Description: The art, music, and physical education specialists at New Boston Central School collaborated on an original project, "Adventures in Color." This interdisciplinary project resulted in a multi-media performance that integrated elements from all three disciplines while maintaining the integrity of each field. In realizing the goals and meeting the objectives of this project, the students performed at an outstanding level, demonstrating both the diligence and their ownership of the final performance.
In the following review, the teachers/artists responsible for organizing this project document the interdisciplinary connections, integrated learning, and educational models that guided them through this creative process.
Colors Documentation
Music as a Story
The musical "adventure in color" begins with a collection of poetry. Written by Mary O'Neill, in 1961, Hailstones and Halibut Bones serves as the basis for the original music by a local New Hampshire composer. Each movement lends music to words, giving it a voice and expressing the color in sound.
Language Connection
As a connection to the original poetry's inspiration, the students at New Boston Central School wrote their own poetry in the form of similes and metaphors. Not only did this writing serve a language arts purpose, but it also added a personal touch as selected writings were read to introduce each color.
Music and Movement as a Language
The kinesthetic experience was not only part of the students' physical education class, but also an experiment in creative dramatics. The music and poetry in motion utilized some of the students' own ideas for choreography and set design. Each class was given the opportunity to create and orchestrate routines to accompany each song.
Visual Art Connection and Expression
Monochromatic illustrations were part of the students' art classes. The study in tints and shades of one color and color theory provided a connection to the emotion and sound of each color. The student's original artwork was displayed at the concert performance, both traditionally and in a computer-assisted Power Point slide show.
All Forms of Expression
The concert incorporated musical, graphic and kinesthetic forms of expression. The performance itself was a multi-media presentation, enhanced by the computer-assisted display of scanned art work and photo documentation. Including these images of students' work in progress was a validation of not only the finished product, but also the creative process itself.
MI
In terms of Howard Gardner's theory of Multiple Intelligences, this project touches on many if not all forms of intelligence. The students obviously demonstrated musical, visual, and kinesthetic skills in their performances. They also used linguistic/verbal intelligence in their creative writing and interpersonal skills while reflecting and articulating their own emotions inspired by colors. While creating their routines, students used intrapersonal skills and social skills to work together and mathematical skills to coordinate their routines with sequential patterns in the music.
Integration Philosophy
Although integrating the visual, kinesthetic, and music curricula is an important part of the whole project, it cannot replace each subject's integrity. The students worked to assemble the whole project on stage, only after they had met specific objectives in each respective discipline. These objectives included monochromatic techniques, shading, and color mixing in art; dance elements, rhythmic gymnastics with balls and ribbons, coordinated juggling, team synchronization, and creative problem-solving in physical education; and expressive singing, vocal pitch-matching, various instrumental textures, and multi-part songs in music.
Community and School Involvement
This integrated arts project also involved members of the community and school. Some specific examples of this invaluable assistance included prop donation, costume making, videotaping, and back-stage organization. Practical community support included the attendance (and approval) of the composer at rehearsals and the performance, and the live musical accompaniment provided by school and community members. Other examples from the school itself were the use of technology as a presentation method, follow-up lessons, academic connections with individual classrooms, and inclusion in language arts lessons.
Assessment and Outcomes
When evaluating this project, the directors paid primary attention to the student's participation, which included both the process of rehearsals and the on-stage performance. Some specific outcomes were cognitive growth particular to each respective subject area of music, art, and physical education. Other broad based outcomes were enhanced participation (both individually and in group settings), expanded creative problem-solving skills, and greater group ownership and cooperation.
Contact: Judy Keefe
New Boston Central School
15 Central School Road
New Boston, NH 03070
603/487-2211 ext.346
Fax: 603/487-2215
Dance Program
Conant Elementary School, Concord
Principal, Kathleen Sciarappa
School Population: 430 School Arts Budget: $1500.00
Target Grades: K,1,2 (one series); grades 3,5 (2nd series)
Venue Requirements: gym or cafeteria Personnel Requirements: 1 dance instructor
Length of Each Class: 45 min.
Number of Students Each Teacher Services: 375
Goals/Objectives: exposure to an authentic audience and demonstration of knowledge and movement.
Expected Learning Outcomes: students will master dance vocabulary and technique in dance in conjunction with a deeper understanding of selected science or social studies standards.
Description: Kelly Doremus Stuart has built a gradually expanding program over the past four years working with the National and Concord Dance Standards in conjunction with NH Frameworks in other disciplines. This year, she has coached our physical education teacher so that dance and movement will continue on in the school after she leaves. Our art teachers coordinate in advance so that Kelly's themes include dance standards and regular curriculum goals. When work with grades three and five is completed, there is a culminating show that reflects our course of studies and demonstrates dance techniques.
Connection to NH Frameworks: dance standards are combined with selected science and/or social studies topics.
Ms. Sciarappa is willing to be a mentor/resource to other administrators, educators, and artists and will help support other educators' initiatives by facilitating visitations.
Contact:
Kathleen Sciarappa, Principal
Conant Elementary School
152 South Street
Concord, NH 03301
603/225-0827 fax: 603/225-0829
email: k.scia@csd.k12.nh.us
Arts Integration
Bow High School
Principal, George Edwards
School Population: 520 Target Grades: 9,10,11
Personnel Requirements: art, music, English and social studies teachers
Support Needed: planning time Personnel for Arts: art-2, music-1
Length of Each Class: 90 minutes
Number of Students Each Teacher Services: school goal is to not exceed ninety students.
Program description: art and music instruction is integrated into Humanities classes during the ninth, tenth, and eleventh grades. Certified art and music teachers are available to plan integrated lessons with the social studies and English teachers. These lessons are taught by the art and music teachers in the studies of Humanities, American Studies, and World Studies classes.
Mr. Edwards is willing to be a mentor/resource to other administrators, educators, and artists and will help support other educators' initiatives by facilitating visitations.
Contact:
George Edwards, Principal
Bow High School
32 White Rock Hill Road
Bow, NH 03304
603/228-2210 fax: 603/228-2212
email:gedwards@bownet.org
www.Bownet.org
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