5th grade students in Mrs. Fuentes' class worked collaboratively to create shadow puppet performances demonstrating their understanding of research done on Native American regions. After a brief rehersal, students were able to revise their work based on self reflection using a rubric. After the final performance, students provided feedback to each other based on the success criteria.
Teachers Mr. Freeman at Winship Middle School and Mr. Bird at Zane Middle School worked with the North Coast Arts Integration Project to bring fabric quilts into the English Language Arts class. The students wrote a folk tale that illustrated a personal value. Students then learned about artistic symbolism and the history of quilts and quilt stories from around the world.
The students created fabric quilt squares to represent their focus value using fabric and an iron on appliqué technique. Written artist statements explained the meaning of the work for viewers of their quilt squares. For example, a hammer might represent the importance of hard work while a sandwich cut in two might represent the importance of being generous and sharing with others.
Third grade students at Alice Birney are practicing songs for the winter performance. Under the direction of music specialist and teacher Mary DeAndreis, students are learning the historical and cultural context of the songs they're performing. Ms. DeAndreis is using the winter event as an opportunity to explicitly teach elements of music such as rhythm and melody. Shown below, students practice signing the lyrics.
Students from Zane Middle School are showing their “Identity Stencil” artworks in a show called “Who Are You?” at the Morris Graves Youth Art Gallery opening December 3, 2016 for Arts Alive.
In this project, students designed an image based upon character traits, and they used stencils and spray paint to make their images come to life. The works are filled with unique symbols, personal histories, and most importantly, self-identification.
This “Identity Stencils” lesson was made possible with the help of the North Coast Arts Integration Project. With arts integration support, students successfully and meaningfully completed California Standards for the Visual Arts as well as Common Core English Language Arts standards. Throughout the project students engaged in writing about their art and the art of others, culminating in a written Artist’s Statement which explains the metaphors and visual symbolism they used in their art.
The North Coast Arts Integration Project (artsintegration.net) is a four year federal grant for eight local schools to increase engagement and understanding of core content through arts integration. Project coordinator Bill Funkhouser stated, “We are seeing consistent gains in student achievement and interest as the core curriculum is taught in combination with visual and performing arts.”
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