Creating Meaning Through Literature and the Arts states in the introduction “Teachers want to change children’s minds. Great teachers do so by making learning memorable.” This statement jumped off of the page, it is so accurate. However, many teachers would like to do this but either do not know how to or do not do so successfully. Creative teaching can make learning memorable and creative teaching embraces the arts. Arts integration is very difficult to define, so the author provides two examples to explore this instructional strategy.
The text later explores Common Core, which I have heard many good and bad things about. However, the text explores the changes being made and the changes that can be made. Common Core makes it unacceptable for students to sit at a desk for hours (which happened/happens too often). Before Common Core was established, the Arts Integration was already implementing many familiar belief and goals. This concept of similarities (and some differences) is explored throughout the text.
Chapter two, The Underpinnings of Arts Integration: Philosophy, Theories, Research, and Wisdom, examines the central pillar constructed from the beliefs of educators about arts integration. Throughout the chapter there are many theories, philosophies, facts, and examples provided that assist in better understanding arts integration and how positively it can impact the students’ academic and personal abilities. It is evident that arts integration effect students on many different levels. The five P’s of arts integration philosophy includes: people, principles of learning, places, programs, and pedagogy.
Chapter three, Ten Pillars of Arts Integration, explores the pillars of arts integration (as the title of the chapter states). The pillars are explained and examined extensively. The two pillars that stuck out the most to me were pillars five (literature as a core art form) and pillar seven (differentiation for student needs). Pillar five examines arts-based literature, and as a literature lover, I found this the most intriguing. Pillar seven examined differentiation related to student needs while implementing arts integration.
Overall, all of the reading provided a wealth of information related to arts integration. Although it is difficult to summarize all of the concepts discussed throughout the pages in the text, I feel much more informed and prepared to practice this throughout my internship and into my professional career.
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After reading the extensive readings for this week, it is more difficult to reflect and connect this to myself/my experiences simply because the information was so extensive. However, I was able to implement some form of arts integration during my time in Costa Rica. I had the opportunity to work with a small group and complete a readers theatre. While completing this activity, the students got really excited and involved, it was evident that they were practicing their English, improving their fluency, and having fun.
Personally, I do not recall a specific incident in which my teachers conducted an activity using arts integration similar to the ones described in the book. This may be because I grew up when students were expected to sit in their desk for hour (at least we had recess though). This may also simply be that I do not recall an incident.