Ariel Howard - Visual Pedagogy Presentation - Integrating Art with Math and Language Arts

Created by: Ariel Howard 2011

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Visual Pedagogy

Ariel HowardM333November 16, 2011

Articles

Personal Teaching

PhilosophyConnection

Critical Reflection

Art Integration

Math and Language


+Article List

1. Reading the Image and Viewing the Words: Languages Intertwined

2. Book Learning: The Cognitive Potential of Bookmaking

3. Reconstructing Mathematics Pedagogy From a Constructivist Perspective

4. Artistic Choices: A Study of Teachers who Use the Arts in Their Classroom


+Connections from Articles to

LessonsReading the Image and Viewing the Words: Languages

Intertwined1. Language: Students started by observing a piece of art and discussing the ‘how, what, where, why’ questions in relation to the art with their classmates. They continue to observe and discuss different pieces of art that vary from famous paintings to their own work while learning new vocabulary of descriptive words to use in their written recordings. “Students are encouraged to explore a wide range of possibilities (p. 85).” In this article, students created several different drafts of their descriptions and observations of a particular painting. Students advanced in their vocabulary and writing skills as they re-wrote each sentence, changing it for the better each time until they have a well organized paragraph.



LessonsBook Learning: The Cognitive Potential of Bookmaking

2. This article explores the relationship between book making in the classroom as a way to integrate art with any subject. It gives a variety of different available techniques and tutorials on how to create different types of books you could use in your classroom. These many different styles of hand made books can be used in a variety of content areas; recording data and steps of the scientific method during an experiment, writing down grades they receive to keep track of their own materials (use mean, median, mode in books), writing down vocabulary or spelling words for practice, or keeping the books with them to write down words they come across that they do not know so they can record the definition.



LessonsReconstructing Mathematics Pedagogy From a Constructivist

Perspective3. This article focuses mainly on the way teachers are interacting their lesson plans with their students previous knowledge. By gaining an assessment of what the students in your classroom know about the subject you wish to engage them in, you can get a feeling for what a good attention grabber might be to easily gain your students full attention. It also makes many points of using different types of materials in all different ways with every student because each student learns in such a different manner. This would be a good way for you to easily understand your students thinking. The manipulatives we make in this lesson plan can be used in many different areas of mathematics and they can also all be used in many different ways. Especially if you have a group work together to combine all their pieces for bigger problems, which would also work to improve their social skills.



LessonsArtistic Choices: A Study of Teachers who Use the Arts in Their

Classroom4. This article focuses mainly on different teaching methods and styles of how to integrate the Arts into your everyday classroom curriculum. It is important to be open to any ideas, theories, or imaginative problem solving skills your students may come up with and really give them the time of day. Even though a particular method or idea might seem like it makes no sense to you, some students might relate well and therefore be able to understand the material better by using this strange method. Different teachers will have varying ways of how and when to implement the Arts into their curriculum, but just because the Arts are in a lesson plan does not mean you have to focus solely on that topic. Integrating a skill students have previously worked with and not telling them could be interesting to see if they apply those same skills to a different situation.


+Language

Lesson Description

Students will observe and discuss different art pieces,(including sculptures, famous paintings, their own art, etc.) using the ‘how, what, where, why’ observation questions. They will record these observations in their own hand made books we will make together in class. The will practice writing these descriptions in complete sentences that evolve with their descriptive vocabulary. Students will then have the opportunity to write their own story about any of the pieces we observed. They will create a serious of several rough drafts until it has been approved for final copy by the teacher. Their final copy will be hand written and illustrated in a new hand made book they will create on their own time with provided materials and instructions.


+Standards. Objectives.

Standards:

EL.2.5- Students continue to write compositions that describe and explain familiar objects, events, and experiences. Their writing demonstrates…drafting, research, and organizational strategies.

EL.2.6- English Language Conventions Students write using Standard English conventions appropriate to grade level

Objectives:

Students will be able to write several drafts and know what goes into being able to make a final copy the best it can be.

*These standards are based on if this lesson was to be used in a second grade classroom


+Materials. Steps.

Materials: Card stock, pencils, black pens, clay pot, copy of any well known painting (or 2 or 3), an individual (no named) peer art piece, and coloring utensils.

Steps:

1. Create recording book in class

2. Observe and record different forms of art

3. Write a story about one of the pieces

4. After final draft approved, create final copy of story in newly hand made book


+Math

Lesson Description

Students will trace the circle stencil ten times on any sheet of paper they choose. They will then trace the block stencils (one of every color) so that each of these traced shapes is a different size. When lined up in ascending or descending order, these blocks should make a cell phone bar like appearance. Students will then continue by cutting out each of their newly traced shapes and making a completed pile of their new objects. Each student now has their very own set of manipulatives that they can utilize at any time. These manipulatives will be helpful when teaching math lessons because each student will have the same amount of manipulatives to use while you talk them through it. The teacher should also have manipulatives of the same size to relate to the students, and have giant manipulatives of the same color that they can also relate to, but big enough so that everyone can see them on the board.


+Standards. Objectives.

Standards:

MA.2.1- Number sense students understand the relationships among numbers up to 100. They understand that fractions may refer to parts of a set and parts of a while

MA.2.6- Problem Solving Students make decisions about how to set up a problem

Objectives:

- Students will be able to correctly use manipulatives to help them count numbers (circles) and to correctly assess their knowledge with fractions (blocks).

*These standards are based on if this lesson was to be used in a second grade classroom


+Materials. Steps.

Materials: Colored card stock (pre traced), safety scissors, glue, pencil, ruler, and markers.

Steps:

1. Trace circle stencils onto desired color of paper

2. Trace each differing size of block stencils onto specified color of paper (each student should have the same size and color of blocks as everyone else in the room).

3. Cut out shapes

4. Laminate as desired (teacher task to help manipulatives hold up longer).


+Critical Reflection

After working to make each of my materials as visual representations for this project, I am

easily beginning to see the extent in which this project takes up time. While the manipulative

would be very helpful to students to use during class, and maybe even be helpful to them since they have to make them themselves. Instead of

creating all the manipulatives that I hand made, you could easily use other (pre made) objects as counters or place holders during a

math lesson. But it is a hands on math activity that could lead to insightful discussions while

creating these manipulatives.


+Personal Teaching Philosophy

Connection

Implementing Art throughout the curriculum in my classroom is something I not only find

important, but fun, and easily accessible with so many artistic opportunities. I feel that it could

easily be a way to keep students more engaged for longer periods of time with any subject

because there will be more opportunities for hands on learning exercises. These exercises

will also give the advancement for students to play and experiment with different materials

other than just pencil and paper.


+Revisions from Proposal

My original Visual Pedagogy Proposal had a much more broad criteria list, so I decided to narrow it down. I chose to

focus more on details of how to integrate math and language arts with Art in the

everyday classroom. However, the components of my original Proposal still stand with good potential for ideas of how to incorporate Art into everyday

classrooms activities.


+Bibliographies

Fountas, I., & Olson, J. (1996). Reading the image and viewing the words: Language intertwined. New Entries: Learning by writing and drawing, 84 – 96.

Strauch-Nelson, W. (2011). Book learning: The cognitive potential of bookmaking. Teaching Artist Journal, 9(1), 5 – 15.

Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114 – 145.

Oreck, B. (2006). Artistic choices: A study of teachers who use the arts in the classroom. International Journal of Education and the Arts, 7(8), 1 - 19.

Indiana department of education. (2011, November 15). Retrieved from http://dc.doe.in.gov/Standards/AcademicStandards/resources.aspx

Ariel Howard - Visual Pedagogy Presentation - Integrating Art with Math and Language Arts

Education

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