Art & Technology Integration at EKD
In addition to all of the technology available to students and teachers at Emma K. Doub, I also had the opportunity to work closely with our Encore teachers during art integration. Several times a month, classroom teachers and specials teachers come together to integrate their lessons with the arts, technology, and physical education. During my integrated unit on tall tales I worked with Ms. Rowland, our music teacher, to design an integrated lesson about John Henry. With her assistance we pulled a folk song and poem about John Henry that our students incorporated with instruments in order to discuss tone and theme. In planning an arts integration, it is vital to possess the characteristics of a Collaborative Bridge Builder. Not only did I collaborate with another teacher to accomplish this, but I also linked subject matter within and across disciplines and grade levels. The Art Integration Program at Doub has truly taught me what collaborative bridge building means in the realm of education. Not only was the integration I planned with Ms. Rowland engaging for my students, but it was also flexible in that it could be tailored to each student's needs. As I continue to grow as Collaborative Bridge Builder, I will use what I have learned at EKD to guide and inspire me.
ACEI STANDARDS
2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the
performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;
3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom
FROSTBURG STANDARDS
Attribute (Outcome) 5: COLLABORATIVE BRIDGE-BUILDER
Indicators:
5.1 Promotes cooperative learning opportunities
5.2 Links subject matter within and across disciplines and grade/school levels
5.3 Builds effective school/home/community partnerships
5.4 Creates powerful learning communities within and beyond the classroom and the school
5.5 Treats students and all members of the educational community equitably and respectfully
ACEI STANDARDS
2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the
performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;
3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom
FROSTBURG STANDARDS
Attribute (Outcome) 5: COLLABORATIVE BRIDGE-BUILDER
Indicators:
5.1 Promotes cooperative learning opportunities
5.2 Links subject matter within and across disciplines and grade/school levels
5.3 Builds effective school/home/community partnerships
5.4 Creates powerful learning communities within and beyond the classroom and the school
5.5 Treats students and all members of the educational community equitably and respectfully