2013

Florida Compendium of

Programs and Best Practices

in

Arts Integration

Compiled by Dr. Mary Palmer

Sponsored by the Florida Department of Education

and the

Florida Department of State/Division of Cultural Affairs


TABLE OF CONTENTS

Section 1: Whole School Change through the Arts 


Section 2: Community Artists and Arts Organizations Programs


Section 3: General Curriculum Programs


Section 4: Higher Education Programs

Section 1: Whole School Change through the Arts 

BODILY BRAINSTORMING

Purpose:
Through Bodily Brainstorming, students explore major abstract concepts embedded in complex informational and literary texts. Students become invested in concepts, stories and lives of characters prior to delving into the text through drama. Following discussion, students re-create scenes in tableaux to show concepts of liberty, loyalty, disconnection, and freedom. In the deconstruction process, carried out by the spectators, many ideas are generated around each concept. This approach ensures student creation and ownership of ideas as well as generation of concepts that can be used in reading and extension writing assignments. Bodily Brainstorming is an effective tool for use with complex text and building Common Core skill requirements.

Who is Involved?
Every student is engaged in this activity at once. Students are put into groups and then told to make concrete shapes such as squares, triangles, and stars using all their bodies. Then students are told to make objects from the text. If, for example, we are reading Romeo and Juliet, I might have them make tableaux (human pictures) of daggers, swords, and love letters. The higher order thinking begins when students are ask to make tableaux out of abstract concepts such as ambition, fortitude, or enslavement. After the pictures are made, each group shows their picture to the rest of the class. Spectators are allowed to brainstorm only on what they see in a another group's creation of the concept. During discussion many ideas are generated around the concept; ideas are recorded on chart paper and displayed for use during the reading of the text.

Program Frequency:
Ongoing

Approximately how many Florida students are reached annually through this program?
500 students

Why is this program important?
This program is a fun, active way for students to explore abstract concepts. All students, no matter their level, are engaged in this process from the start. This program ensures student creation and ownership of ideas as well as generation of concepts that can be used to enhance life-long reading and writing skills.

How is the program funded?
School funding.

Name: Julia Perlowski
School/Organization: Pompano Beach High School
Position: Director of Theater Programs/English Instructor
County: Broward
Email: Julia.perlowski@browardschools.com
Phone: 561-699-7658

Building Bridges in the School
and Community

What is the purpose of this program?
This residency integrates students with disabilities with non-disabled students. We weave math, science, language arts, and anti-bullying into a permanent outdoor waterfall, mural and garden for peace. Students are led through the process and build it themselves. Click here to view highlights of the program.

Who is involved? Up to 600 students at a time. Perfect for Whole School Change initiatives.

Program Frequency: Ongoing

Number of Florida students served annually: 1,500

Why is this program important?
This residency instills self worth, self esteem, pride in one's school and one's abilities. All who work on the project are profoundly affected, not only during the work but for years afterward. The residency is designed to allow for multi-year growth and development. Science and Math teachers can continue to expand on the peace garden with new students each year.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
All of the NGSSS standards for Math, Science, Language Arts and Visual Arts are met. Common Core standards are met. (I submitted a separate list of the standards to Mary)

How is the program funded? Through Grants, donations and local business support.

Name: Brenda Smoak
Email: brendasmoak@gmail.com
Phone: 9412017282
Program Website: www.artandalchemy2.com
Organization: Freelance Teaching Artist Position: National VSA Teaching Artist Fellow
County: Sarasota

New View

What is the purpose of this program?
A new partnership was created between The Cummer Museum of Art & Gardens and Terry Parker High School for an eight month exhibition. New View provided a dynamic program that supported the requirements for the International Baccalaureate (I.B.) program at Terry Parker, exposed new students to the Museum and expanded the Museum's involvement in the local public school system. After a visit to the Museum, students spent a month creating 61 interpretations New Views of artwork from the galleries and the Cummer Gardens using a variety of media, including embossing, cyanotypes, clay, and poetry.

Who is involved?
This project involved The Cummer Museum of Art & Gardens, 41 (I.B.) students and their families, and six I.B. program teachers and coordinators at Terry Parker High School, including Steve Charlton (Film), Glendia Cooper (Ceramics), Kristen Harmer(2D Art),Mary Maddox (IB Biology), Christy Thacker (IB Coordinator), and Tamara Woods (IB Spanish).

Program Frequency: Ongoing

Number of Florida students served annually: 40-50

Why is this program important?
More than just an art lesson, New View was enthusiastically adopted by teachers at Terry Parker, as a comprehensive project that supported several areas of existing classroom standards including science, foreign language, and fine arts and allowed for needed collaboration between the teachers and students. This program helped ensure the success of the I.B. program at Terry Parker this year and marked the first collaboration between the Museum and this high school.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
Biology students correctly identified and illustrated plant and flower specimens in order to create their embossings.

How is the program funded? This program was funded with part of a donation from Jim and Joan VanVleck.

Name: Maggie Reynolds
Email: mreynolds@cummer.org
Phone:
904-899-6003
Organization: The Cummer Museum of Art & Gardens
Position: Associate Director of Education
County: Duval

Thematic Units

What is the purpose of this program?
Our "thematic units" provide a vehicle for us to integrate the arts across the curriculum at all grade levels. The "thematic units" provide school-wide cohesiveness and allow us to make arts integration "visible" throughout the school.

Each year, four themes are agreed upon by the faculty and administration. Themes selected are curriculum-based and help to deepen student learning across grade levels.

This program was featured in the FAAE 2013 Arts Integration Webinar Series. Click here to view Webinar VII.
Click here to view the PowerPoint presentation on this program.

Who is involved?
The school administration, all classroom and special area teachers, and all students.

Program Frequency: Ongoing

Number of Florida students served annually: 350

Why is this program important?
It ensures a strategic approach to integration of the arts in all classrooms.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
The standards are used as the springboard for all planning. Program planners must delineate how standards in each subject area are addressed by the theme.

How is the program funded? Funding has been obtained from the Hillsborough County Magnet Office, building administration, and a variety of grants.

Name: Kelly Geurts
Email: Kelly.geurts@sdhc.k12.fl.us
Phone: (813) 558-1355
Program Website: muller.mysdhc.org
Organization: Muller Magnet Elementary School
Position: First Grade Teacher
County: Hillsborough County

Section 2: Community Artists and Arts Organizations Programs

A Gift For Music

What is the purpose of this program?
The purpose of A Gift For Music is to foster positive development of economically disadvantaged students through high quality string music instruction. A Gift For Music focuses on making an impact musically, socially and academically on the students served.

Who is involved?
A Gift For Music (AGFM) serves low-income students in Orange County, Florida. Approximately 90% of the program's 450 students qualify for free/reduced lunch at their schools. Our elementary program is in six Title 1 schools in Orange County; each class is taught by trained instructors. Instructors include local teaching artists and University of Central Florida music education students. The AGFM Saturday Orchestra program, including a Core Orchestral as well as a Chamber Orchestra for more advanced for middle school and high school student musicians, is led by professional teaching artists and Central Florida music educators. Dr. Mauricio Cespedes, principal violist of the Orlando Philharmonic Orchestra, is the Director of the AGFM Chamber Orchestra.

The work of AGFM is supported by a fifteen member Community Advisory Committee as well as the Board of Directors of A Gift for Teaching, the non-profit organization "parent organization" of AGFM.

Program Frequency: Throughout the academic year, Elementary violin classes are offered twice each week at all six of our Title 1 Schools. Saturday Orchestra rehearsals are held at the University of Central Florida Center for Research, Education, Arts + Technology on Saturdays. The program has been in existence since

Number of Florida students served annually: Approximately 450

Why is this program important?
At the heart of A Gift For Music is the belief that "music education makes better people." The program provides opportunities for low-income students to discover a passion and, possibly, a talent for music. Regardless of their future life goals, students leave the program with a solid foundation for a lifetime of music making and enjoyment! Equally important, students gain social and academic benefits that naturally accompany music education.

Economically disadvantaged middle school and high school students are given the opportunity to join one of two free youth orchestras sponsored by AGFM. Conducted by professional musicians in the Orlando area, students are presented with challenging musical repertoire in a positive, professional environment. Rehearsing at the University of Central Florida's downtown Orlando campus, the orchestras help to prepare students for success. AGFM students experience a taste of university campus life…and begin to believe that college is within their reach.

A Gift For Music is a proud partner program of a Central Florida initiative called Change Starts With Me, designed to build a community with honorable character. Character development is present in all programming; basic academic skills, such as being prepared for class, focusing on the task at hand, and working well in a team environment, are all reinforced through instrument classes and orchestra rehearsals. When an AGFM student walks into a Saturday morning orchestra rehearsal or violin class, they are greeted with living examples of the monthly character trait posters that adorn the walls. These traits are modeled and integrated into the orchestra rehearsals. For example, as students were preparing for standardized tests at school and rehearsing for spring concerts in April, AGFM instructors talked about the April character trait perseverance with students, openly discussing the challenges with preparing for tests and linking those to the challenges of preparing for a concert performance.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?

The curriculum guide is anchored in Florida's Next Generation Sunshine State Standards in the Arts. In addition to outcomes that hone the skills and techniques of playing an instrument, the program incorporates a wide body of knowledge , including innovation and technology, critical thinking and reflection, and making key global connections. Partnerships with local arts organizations, such as the Bach Festival Society of Winter Park, the Orlando Philharmonic Orchestra, and the Holocaust Memorial Resource and Education Center of Florida have been key in making the "big picture" connections for our students … going far beyond notes of music on a page.

Character development education, in partnership with the Change Starts With Me initiative, is incorporated in A Gift For Music classrooms and rehearsals. Teaching students positive character traits through music education promotes a key enduring understanding within the Next Generation Sunshine State Standards framework: "The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts." Our students have discussions and model positive character traits throughout the school year, ranging from respect and responsibility, to self-discipline and positive attitude.

Our partnership with the UCF Center for Research and Education in Arts, Technology + Entertainment (CREATE) has enabled us to use technology in new and exciting ways to connect with our students, all while meeting NGSSS music standards that incorporate technology integration. For example, the 2013 AGFM Summer Camp will be hosted by UCF CREATE where students will develop video logs of their chamber music rehearsals. At the conclusion of Camp, students not only will perform the pieces they have learned, but also will show short video segments of their personal rehearsal highlights.

How is the program funded?
A Gift For Music is funded through corporate partners in Central Florida, local family foundations, and individual supporters.

Name: Eric Smith
Email: Eric@agiftforteaching.org
Phone: (407) 318-3128
Program Website: www.agiftforteaching.org/MUSIC
Organization: A Gift For Music, a program of A Gift For Teaching
Position: Director
County: Orange

Big Top Education

 




What is the purpose of this program?
Big Top Education is a series of arts integrated units designed to teach students core subjects through the theme of circus. Language Arts, Theater and the hard, abstract concepts of Physics are brought to new light through lessons that teach to the whole child.

Circus Science
These one-hour activities are designed to provide interactive, hands-on experiences to reinforce basic concepts in physical science for the elementary and middle school student. Using the theme of circus acts and their corresponding physics, the lessons are real-world based. The students work in collaborative groups and develop a 3-ring science presentation that strengthens their understanding of physics.

Mirette on the Highwire
This popular three-part exploration takes a thoughtful look at tight wire walking through the Caldecott Award Winning Children's book Mirette on the High Wire, by Emily Arnold McCully. To enhance the story the students will have the opportunity to walk a tight wire and research circus terms and history.
Throughout the lessons, students are challenged to reflect on heroism, fear, friendship, responsibility, and above all, to consider that even a dream is an achievable possibility.

Build a Circus
Circus Sarasota professional Teaching Artists work closely with classroom teachers to develop circus acts to present to fellow students and family.
Students develop individual and group skills, exhibit responsible decision-making and learn to respect the work of other children. Students experience the thrill of working in a circus ring in front of family and friends. Teamwork, individual challenge, a vibrant learning format, and presentation skills form the acclaimed foundation of Build-a-Circus.

Who is Involved?
Circus Sarasota Teaching Artists, Karen Bell and Robin Eurich, work with a grade level teaching team to create a successful learning experience for all classroom students. Circus Sarasota has collaborated with teachers in both Sarasota and Manatee Counties to develop the curriculum and uses the resources of the Circus Professionals to enrich the learning experience. An off-campus exploration at the Sailor Circus Arena is available for classes to give a hands-on, kinesthetic experience in the circus arts that can then be brought into the classroom to further the lesson.

Program Frequency: Ongoing

Number of Florida students served annually: Over 2500 students were impacted in 2012-2013.

Why is this program important?
Big Top Education strives to provide all students with a safe learning environment that encourages creativity; helps students recognize the importance of science, technology and mathematics through the circus arts; provides all students with a kinesthetic interdisciplinary learning experience; teaches students that there are alternative creative combinations that can be used to meet various goals and challenges and engages students that have difficulty responding to other traditional forms of instruction.

How is the program funded?
This program is funded through ticket sales for Circus Sarasota's Winter Performance, grants and generous donors.

Name: Karen Bell
Email: karen@CircusSarasota.org
School/Organization: Circus Sarasota's Big Top Education
Position: Program Manager
County: Sarasota

Communicating with Drums

What is the purpose of this program?
The purpose is to learn how to work together as a team and communicate efficiently using African Djembes as the tool to achieve. Interactive drumming creates an instant bond through music and, by striking drums with our hands, we can relieve a significant amount of stress!

Who is involved?
Every person in the school from students to staff.

Program Frequency: Ongoing

Number of Florida students served annually: approximately 20,000

Why is this program important?
It's very important for children and adults to learn ways of filtering out stress and learn how to interact with others in order to communicate effectively.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
Through Drum Magic, multiple NGSSS are met for Social Studies, Language Arts, Visual Arts, and Music. Multiple CC also are addressed.

How is the program funded? Local Arts Council, Various Grants, PTA's and some Private Funding.

Name: Jana Broder
Email: janabroder@yahoo.com
Phone: 813 361-4667
Program Website: www.drummagic.net
Organization: Drum Magic
Position: Owner/Teaching Artist
County: Hillsborough

Fraction Action
There's Nothing Improper About It!

 

What is the purpose of this program?
To create a fun and kinesthetic experience to help students understand the correlation between fractions, decimals and percentages.

Who is involved?
Students in grades 3 – 5.

Program Frequency: Ongoing; each offering includes two 45 minute workshops

Number of Florida students served annually: 1500

Why is this program important?
This workshop makes learning fun Learning is moved into the student's bodies by fusing movement exploration and math skills. Fractions, decimals and percentages come to life as the students explore basic elements of movement. By the end of the workshop students will be able to demonstrate the following math concepts with their bodies; percentages, decimals and fractions, differentiate greater or less than, and create group tableaux representing least to greatest.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
These are the math standards that are the focus of the workshop: MACC.3.NBT.1.1, MACC.3.NF.1.1, MACC.3.NF.1.3, MACC.4.NF.1.1, MACC.4.NF.2.3, MACC.4.NF.3.5, MACC.5.NBT.1.1

How is the program funded? The Education Foundation of Sarasota, Weller Grants and School PTO's.

Program Website: edexploresrq.com/properties/fraction-action-theres-nothing-improper-about-it-8

Name: Deb Lombard
Email: Debiplie@gmail.com
Phone: 941-320-4823
Organization: Doorknob Theater Prod.
Position: Artistic Director
County: Sarasota

JazzSLAM
(Jazz Supports Language Arts & Math)

What is the purpose of this program?
The purpose of this program is to support 4th and 5th grade classroom teachers by teaching academics through the parallels inherent in music, specifically jazz. Click here to see the program in action.

Who is involved?
150 4th and 5th grade students and their teachers interact with a live jazz quartet.

Program Frequency: Ongoing

Number of Florida students served annually: 4,000

Why is this program important?
The live inter-generational, multicultural jazz quartet engages student attention through a fun, fast paced, one hour interactive presentation. There are music demonstrations of the academic concepts being taught and they are linked with a PowerPoint presentation.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
Students study lyrics to songs presented in a PowerPoint presentation. They learn Narrative, Expository and Persuasive essay writing forms, in addition to rhyming word families and "Read, Think and Explain" questions as they relate to the 12 bar blues. They then apply speed reading techniques to sing the songs while clapping on the backbeat with a live jazz quartet. Students also participate in a "rhythm orchestra" to reinforce math skills and gain a tactile understanding of fractions.

How is the program funded?
The program is funded for local presentations through grants to Gold Coast Jazz Society in Fort Lauderdale. In the Fall of 2013, please visit www.JazzSLAM.com, for an update on distance learning for schools outside Broward County that are equipped for videoconferencing!

Name: Mari Mennel-Bell
Email: mari471@aol.com
Phone: 954-563-5678
Organization: JazzSLAM
Position: Program Director
County: Broward

Orlando Philharmonic Orchestra:
Symphonic Stories

What is the purpose of this program?
Symphonic Stories brings Orlando Philharmonic Orchestra (OPO) musicians, professional teaching artists from the greater Orlando community, and 2nd grade classrooms together to learn how music and drama can help tell a story. Through this experience, students build vocabulary as well as a deeper understanding of core curriculum concepts and skills, with an emphasis on the development of literacy skills. Guided by musicians and teaching artists, students create their own artistic vignettes that interweave music with core curriculum topics

During a culminating "sharing time," students and the OPO musicians who have become their friends unveil their creations to teachers, parents, and other students. Students are empowered to make the arts a part of their own Symphonic Stories.

Click here to see a news report.
This program also was featured in the FAAE 2013 Arts Integration Webinar Series. Click here to view Webinar VIII.

Who is involved?
Second grade students and their teachers in Orange County Public Schools Title 1 Schools as well as volunteers from the Friends of the Orlando Philharmonic Orchestra organization.

Program Frequency: This program is ongoing. Each Symphonic Stories residency takes place over eight 45 minute/class visits.

Number of Florida students served annually: 130

Why is this program important?
In addition to bringing the arts to many low income students, this program has secondary benefits. By presenting arts integration with highly trained professionals, classroom teachers experience the benefits of arts integration for their student's academic growth. Teachers learn techniques that help them continue the work of the residency, inspiring them to new creativity themselves. Many students discover a previously unknown love for music. Involving parents in the final "sharing" time reveals the importance of arts to a child's cognitive development, encouraging them to explore ways to make music a greater part of their child's life. Finally, the lives of the twenty plus adults who volunteer in order to make this program successful are enriched beyond measure.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions? The OPO Director of Education works directly with teachers to create content and experiences that specifically link to core content and skills. The content of Symphonic Stories is uniquely planned and shaped according to student and school needs. The teaching artists use the NGSSS and the CC to devise measurable benchmarks for artistic development over the course of the residency. Progress in content areas included in the residency and in the arts is measured intermittently; qualitative data is gathered in an ongoing manner.

How is the program funded? The program is funded by grants as well as individual donations. The 2012-13 pilot program was funded by the Walt Disney World Helping Kids Shine Grant.

Name: Leia Barrett
Email: LBarrett@orlandophil.org
Phone: (407) 896-6700, ext. 232
Program Website: www.orlandophil.org
Organization: Orlando Philharmonic Orchestra
Position: Director of Education
County: Orange

Shakespeare With Heart

What is the purpose of this program?
Shakespeare With Heart is a collaboration between United Cerebral Palsy (UCP) of Central Florida and Orlando Shakespeare Theater which brings middle and high school students with and without disabilities together over a two week period. Students rehearse and publically perform a fully produced Shakespeare play in an inclusive environment.

Who is involved?
Central Florida students, teachers, and teaching artists. The program is presented by the Orlando Shakespeare Theater in collaboration with UCP of Central Florida. Sponsorships from The English Speaking Union of Central Florida, the University of Central Florida Cornerstone Group, and individual donors make this program possible.

Program Frequency: Ongoing. The annual program takes place in daily sessions over a two-week period of time.

Number of Florida students served annually: 20

Why is this program important?
By relying on the timeless stories and themes of Shakespeare's plays, and by using the technique of paraphrasing to find an emotional connection to the text, the program illustrates that students with challenges are no different from their peers. Shakespeare with Heart clearly demonstrates how the love of performing transcends boundaries and abilities. Cast members quickly become an ensemble; being one member of this team is a powerful and life-changing shared experience.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
With a well-organized daily plan and curriculum, Shakespeare With Heart addresses a multitude of Common Core and Sunshine State Standards through the use of group check-in, warm-ups, theatre games, rehearsal and performance.

Standards addressed include:

Common Core Standards
• CCSS.ELA-Literacy.SL. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.L. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• CCSS.ELA-Literacy.L. Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.
• CCSS.ELA-Literacy.L. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Sunshine State Standards
• TH.912.S.3.2: Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
• TH.912.S.3.3: Develop acting skills and techniques in the rehearsal process.

How is the program funded? The program receives scholarship funds from The English Speaking Union of Central Florida, UCF's Cornerstone Group and individual donors.

Name: Anne Hering
Email: anneh@orlandoshakes.org
Phone: 407-447-1700 ext. 208
Program Website: www.orlandoshakes.org
Organization: Orlando Shakespeare Theater
Position: Education Director
County: Orange

Tales of Legendary Florida

What is the purpose of this program?
To teach highlights and lessons learned of Florida's 500 years of written history through experiencing and analyzing the music of Florida composer Robert Kerr, through analyzing the compositional techniques used by Florida painter Jackson Walker in Florida historical scenes, and through multi-media and dramatic portrayals of Florida historical events.

Who is involved?
Teaching Artist Donna Wissinger and Teaching Artist Joy Myers. On some occasions, Teaching Artist Harry Burney.
Arts Centers, Libraries, and Symphony Orchestras are partners

Program Frequency: Ongoing

Number of Florida students served annually: 10,000 - 20,000

Why is this program important?
The program celebrates 500 years (1513-2013) of Florida's history. All people need connection, history can provide common connection. The program features the idea that each person is writing a life story; this is what history is. We can learn through Florida history who left footprints that brought both progress and disaster, who choose to respect others as they wrote their own life stories, how some changed their lives to write better stories,how the featured musicians and painters are writing their life stories through the music and stories they created for this program. Students witness the artistic excellence needed to create meaningful works of art and analyze the tools and process used by the artists. Students participate in the creation of the program.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
The program incorporates NGSSS for Florida History SS.4.A.3; SS.4.1.1;SS.4.A.1.2, Music: MU.4.C.1; MU.4.S.1; MU.4.S.2; MU.4.2.3; The NGSSS and CC apply to grades 3-8 in this program in Social Studies, Music and Art,The program also is performed with Symphony Orchestra which incorporates yet more music Standards

How is the program funded? Florida State Touring Program, private foundations, and local support

Name: Donna Wissinger
Email: topformdrw@aol.com
Phone: 407-492-8876
Organization: ARTZ OUT LOUD
Position: Principal Teaching Artist
Website: www.donnawissinger.com
County: Clay

Westward Ho! Using theatre to explore empathy and decision making during Westward Expansion

What is the purpose of this program?
This program engages students physically, creatively, and mentally as they investigate 19th century Westward Expansion in the United States. Students examine the pros and cons of moving west during this time and cooperate to create characters faced with making the decision of whether or not to move west.

Who is involved? This program engages one class at a time.

Program Frequency: Ongoing

Number of Florida students served annually: 25-40

Why is this program important?
This program integrates theatre arts into the social studies classroom. Students imagine what travel was like by engaging their bodies, emotions, and five senses. Engaging students physically, to imagine past realities encourages empathy towards the process of migration and to the people in the process of moving, a process which relates not only to their academic learning, but to current events as well.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
Sunshine State Standards addressed include:
LA.5.2.1.1, LA.5.5.2.1 , LA.5.5.2.2
TH.5.C.1, TH.5.O.3, TH.5.S.2

How is the program funded? School-based resources and cooperative grants.

Name: Amanda Hill
Email: hilla@ucf.edu
Phone: (719)684-3240
Program Website: www.amandahill.net/workshops
Organization: Orlando Repertory Theatre
Position: Teaching Artist
County: Orange

What does Dance and Rhythm have to do with it?
Navigating the Brain through Dance and Rhythm

What is the purpose of this program?
Come join me for a journey. This journey will explore how dance and rhythm impacts the brain through building community and connections. In this presentation, you will learn about the HeArtful Living through arts integration to health care and education. HeArtful Living through the HeArtful Movement and Rhythms program enlivens history with dances and rhythms from indigenous cultures. The participant takes a journey from cave paintings to clay pots as the rhythm and movement builds confidence, encourages community, and enhances self-growth and self-awareness. Movement + Rhythm= lasting impact.

Who is involved?
Students, especially students with learnimg disabilities as well as mental and emotional disorders, and their teachers.

Program Frequency: Ongoing

Number of Florida students served annually: 40

Why is this program important?
The program is an emerging practice to enliven the learning process through movement and rhythm. Hands-on skill development experiences to assist students with cognitive recall, visual, kinesthetic, and audio processing as well as memory retention are demonstrated. Teachers are provided with materials to help them continue their use of materials experienced. The community, connection, and expression fostered through this work deepen students' abilities to interact with one another while promoting overall student learning.
How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
Through series of movement and basic rhythmic patterns, the students enhance their critical thinking and reflection skills; practice organization structure; and make global connections through history.

Students connect to learning through various exercises that visually and kinesthetically breathe life into history as students learn dance movements and rhythmic patterns from indigenous cultures spanning from Africa to the Mediterranean. Through community, connection, and expression, students learn about various cultures in order to honor others and the worlds in which they live.

Name: Jenenne Valentino-Bottaro
Email: jvalentinobottaro@comcast.net
Phone: 352-636-5466
Organization: LifeStream Behavioral Center
Position: Artist-in-Residence/Grant Writer
County: Lake

Wongai! CURRICULUM IN MOTION: Experiencing Curricula Through African Dance - "Let's Go!"

What is the purpose of this program?
The overall purpose of this three to five day residency is for the arts to impact the daily routine of traditional classroom learning by stimulating students' minds in unexpected and exciting ways. This occurs because students are guided to make their lessons become a living experience, thus challenging them to embrace a new mode of learning academic curriculum. Another purpose behind integrating academics with African dance is for students to gain an appreciation for the art forms of cultural dance and music. This, of course, also gives students an encounter with the art of dance and the creativity of choreography. Since the residency acquaints students with various aspects of African culture, it develops an appreciation for African and other peoples it in a tolerant, fun and meaningful way. Lastly, the teaching artist always strives to uncover students' unrealized creative abilities through African dance and help them discover new things about themselves. The experience of Wongai! Curriculum In Motion "Let's Go!" assists students to more profoundly understand and retain their academic lessons.

Traditional drummers, props and costuming are optional and will enhance the learning experience.

Who is involved?
Elementary students and teachers.

Program Frequency: Availability of this program in ongoing.

Why is this program important?
There are several motivations behind integrating academics with West African dance.

  • First and foremost, this residency will expose students to dance in a fun and non-threatening way. The residency also allows students to experience the African culture through its artistic heritage. African dancing is enjoyed and plays many roles in traditional society; it is my passion to share the joy of the dance with students and teachers. Students will gain an appreciation for the complexities of dance, the techniques of African dance and also be introduced to the choreographic process.
  • Most students live in communities comprised of diverse cultures, but they may not know much about the surrounding cultures. This residency develops cultural awareness and tolerance.
  • African dance and music accompany oral history in traditional society, and the dancers either teach, mimic or poke fun at life while telling or singing stories. It is an easy transition to use the dance to express academic facts, ideas and course work. In this modern day of instant communication, the residency will teach students the art of non verbal communication as implemented by primitive cultures for centuries.
  • Dancing in Africa is a way of self-expression. When Africans dance, they take immense pride in creating new movements. Curriculum In Motion allows students to explore their own ability to be creative through choreography.
  • In African society, leaders are highly respected, and it takes cooperation from the entire village to accomplish a task. Students must scrutinize facts and use critical thinking skills when collectively discussing and dramatizing these facts using movements and gestures from Africa. The students must choose a leader, and then come together as villagers to create their final dance. This final challenge in the residency requires total class participation along with group cooperation and teamwork. As in a festival, where a united village celebrates together, students share their choreography with each other and celebrate their accomplishments.
  • Wongai! Curriculum in Motion challenges students to embrace a new way of learning and expressing themselves by stepping outside of their comfort zones... Students internalize and experience their curriculum rather than just read it, listen to a lecture and take tests.
  • This residency is significant to educators because academic curriculum becomes lively and interactive via traditional African dance and music. This occurs through collaborations between the Teaching Artist and classroom teacher that creatively weaves African dancing and academics together. Teachers gain the freedom to explore an innovative way of teaching "the same old lesson" in a fresh and artful way. Collaborations help teachers teach "out of the box" by dissecting their chosen lesson plan and discovering new aspects of it to convey to the students through dance. Being easily adaptable to multiple subjects, Wongai! Curriculum in Motion easily helps teachers accomplish specific academic goals. While it fits best with history, social studies and language arts, it of course accompanies cultural dance and music lessons. The Teaching Artist welcomes very creative Science or Math teachers to try African dance with one of their lessons as well. This residency is a perfect tool to help teachers promote multiculturalism in their classrooms and it is a unique way to celebrate Black History Month in a new and interactive way for students of all ages!

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions? This residency can be applied to the Common Core State Standards of Language Arts. Many of the standards for Literacy, Writing, and Speaking & Listening require students to organize, analyze, discuss and reiterate literary facts whether fictional or factual. By using dance and choreography, these requirements can be met through the self expression of individuals and teams of students. The experiences are then shared visually with peers, teachers and others. Experiencing and visualizing curriculum will then help students audibly discuss and write more cleverly and expressively about their topic.

How is the program funded? Through funding from the host school or participating arts organization.

Name: Margo Blake
Email: revblaketyler@aol.com
Phone: 4072917384
Organization: The Center for Contemporary Dance
Position: Teaching Artist
County: Orange

Section 3: General Curriculum Programs

Common Core Sculptures

What is the purpose of this program?
To integrate both visual and performing arts into the Language Arts classroom.

Who is involved?
The LA/Drama teacher and her 8th grade students.

Program Frequency: Ongoing

Number of Florida students served annually: 100

Why is this program important?
As part of our Arts Integration program, this lesson was designed and implemented in my Language Arts classroom. It took roughly eight class periods to complete from beginning to end, including presentations. It allowed students to think critically, engage numerous interdisciplinary skills, and produce products linked to numerous standards within various curricula.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
This lesson incorporates both NGSSS and CCSS. A detailed explanation can be found within the lesson.

How is the program funded? I was able to buy clay and paint with donations from our community.

Name: Nicole Duslak
Email: Nicole.Duslak@gmail.com
Phone: 215-694-0406
Organization: Wildwood Middle High School
Position: Language Arts/Drama Teacher
County: Sumter

Have Your DNA and Dance It, Too!

What is the purpose of this program?
Learning happens when connections are made -- connections that are relevant and meaningful. Learning in and through the arts provides for increased academic achievement. Orange Grove Middle Magnet School of the Arts Administration, Faculty, parents, and students know this! It is this vision that guides instruction at the school. Arts and academic integrations happen at Orange Grove.

Video footage of this dance and science integration was created with purposes for submission to the Arts School Network Life in the Arts Video Series, Season 3 which aired on January 9, 2013. Click here to view the entire choreographed dance. This program also was featured in the FAAE 2013 Arts Integration Webinar Series, see Webinar V. Click here to view Webinar V.

Who is involved?
This Science and Dance arts and academic learning experience is the result of the vision and collaboration of Dr. Scott Rudes, principal of Orange Grove, Shana Perkins, Director of Dance Department, and Debbie Seto, science teacher. Orange Grove 7th grade science and 6-8 dance students participated in the arts integrated learning of DNA structure and function.

Program Frequency: Ongoing

Number of Florida students served annually: 100+

Why is this program important?
Orange Grove's Arts Integration program showcases a mutual partnership between the arts and academic teachers. Both arts and academic teachers work cooperatively in each others' classrooms to teach the benchmark objectives. Students are exposed to the essential questions and learning of both disciplines; they have opportunities to showcase their learning in an end of quarter performance to grade level peers and for the general community.

In this program students develop a choreographed dance that conceptualizes what DNA is, what DNA looks like, and how copies of DNA are made. Through a dance, students become a model of DNA and show how the helical DNA molecule unzips and nucleotide bases pair with the DNA template to form a duplicate of the DNA molecule.

The dancers visualize the scientific learning and then, apply it to techniques in movement invention, phrasing, initiation, and spatial structure while creating a choreographed dance piece. The dancers problem-solve their own movements as they relate to problems in DNA replication as seen as DNA mutations of insertions, deletions, and substitutions.

The learning incorporates the creativity of science and dance and allows students that are engrossed in the complexities of the content to dance their way to understanding. The students translate science into art as they repetitively put science concepts into their bodies. Student achievement of the benchmarks is obtained!

Click here to view the lesson plan for Have Your DNA and Dance It, Too.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
The science and dance integration incorporates the learning of targeted Florida curriculum benchmarks in both science and dance.
Targeted benchmarks include:
Science: SC.7L.16.1- Understand and explain that every organism requires a set of instructions that specifies its traits, that this heredity information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
Dance: DA.68.C.2.1- Solve challenges in technique and composition by visualizing and applying creative solutions.
CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (such as through a dance, model, or diagram).
CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

How is the program funded? This program was funded with Orange Grove Middle Magnet School resources through Dr. Scott Rudes, principal.

Name: Deborah Seto
Email: deborah.seto@sdhc.k12.fl.us
Phone:
813-276-5717
Organization: Orange Grove Middle Magnet School of the Arts
Position: Science Teacher
County: Hillsborough

READING [IN] MUSIC: FROM A-Z, IT'S EASY!

What is the purpose of this program?
To incorporate children's literature into music curriculum. Lessons include general story telling, stories as art, and stories that can create or relate to music.

Who is involved? Students in grades K-5.

Program Frequency: Ongoing

Number of Florida students served annually: 650- 700

Why is this program important?
Children love stories. Music is an ideal format to encourage children to teach reading skills. I use children's literature to engage students in music activities that include singing and playing instruments...and of course, reading!

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
All lessons are based on NGSSS. Click here for a PowerPoint presentation of lesson information.

How is this program funded? My personal funds (over many years) have been used to supply the literature resources.

Name: Cynthia Turner
Email: knightsmaiden@att.net
Phone:
386-788-1663
Organization: Indian River Elementary School
Position: Music Teacher
County: Volusia

Section 4: Higher Education Programs
Passion for Arts and Literacy

What is the purpose of this program?
The art education program (bachelor's and master's degrees) at Florida Atlantic University (FAU) focuses on igniting a passion for reading in young children based on their natural sense of curiosity and play through the arts. In the art education program courses, we find inspiration from a variety of children's literature promoting inquiry, active engagement, critical thinking, linguistic development, and arts-based learning. Art education students focus on arts integration as central to curriculum design in K-12 schools.

Who is involved?
University level students learn through an arts integration approach in courses that apply to their degree program. These same university students work in the K-12 schools to apply their arts integration knowledge in a variety of lessons.

Program Frequency: Ongoing

Number of Florida students served annually: At the university level approximately 550 students are involved in this program. Each FAU student works with an average of three classes of K-12 students throughout their program of study.

Why is this program important?
The arts integration approach in the art education program at Florida Atlantic University is important because a large number of undergraduate and graduate students are being trained to design and implement curriculum for K-12 students. These university students become the teachers in K-12 schools who will be future leaders in the arts integration field.
How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
The art education program incorporates the NGSSS and the CCSS in curriculum design and models the use of these standards. For example, university students create written lesson plans that incorporate these standards as the foundation of teaching and learning.

How is this program funded? FAU funds the art education program.

Name: Susannah Brown
Email: sbrow118@fau.edu
Phone: 561-297-2635
Organization: Florida Atlantic University
Position: Associate Professor
Website: www.coe.fau.edu/academicdepartments/tl
County: Palm Beach

Writes of Spring

What is the purpose of this program?
Writes of Spring is a unique writing contest designed to support literacy and promote creative expression for students in Kindergarten through Grade 12. Pulling inspiration from a prompt, students submit one page essays, short stories, or poems. Then, a team of adjudicators work together to score all submissions and select 120 winners. The winning entries are adapted to create an original play.

Who is involved?
Writes of Spring is a collaborative effort between Orlando Repertory Theatre, the graduate students in the UCF MFA Theatre for Young Audiences program, and young people in the greater Orlando community.

Program Frequency: Ongoing

Number of Florida students served annually: 1900 and grows exponentially each year

Why is this program important?
Writes of Spring supports literacy and promotes creative expression in youth.

As a contest, Writes of Spring infuses students with the drive to do their best work in order to be named a winner. Once named a winner, students are invited to Orlando Repertory Theatre to participate in a Winners' Workshop, where they work one on one with the graduate students to inform and inspire the playwrights. The winners are then awarded with the joy of seeing their words come to life on stage in an original play.

Writes of Spring reaches a wide variety of students and uses theatre to inspire theater-enthused students to enhance their writing. Writes of Spring also provides a unique and personal introduction to theatre for students who are unfamiliar with the art form.

Writes of Spring is important because it supports literacy and promotes creative expression in youth, infuses student with a drive to do their best work, uses theatre as a means of inspiration to write, and provides a personal connection to the theatrical world.

How does this program incorporate Florida's Next Generation Sunshine State Standards (NGSSS), Common Core State Standards (CC), or Florida's Course Descriptions?
Writes of Spring incorporates Common Core State Standards in writing by encouraging students to demonstrate mastery and apply skills learned in their classrooms as specified by the standards. The Writes of Spring adjudication team is provided the appropriate set of Common Core State Standards for the grade they are adjudicating so they may adjudicate items such as language use, vocabulary and syntax, and development and organization of ideas in the same way students would be graded by their teachers.
Writes of Spring also follows the Next Generation Sunshine State Standards in Theatre in order to appropriately utilize theatre as a vehicle to better writing.

How is the program funded?
While Writes of Spring remains a regular season product, its 10th anniversary was generously underwritten by Florida Blue and Winn Dixie.

Name: Diane Messina
Email: dianem@orlandorep.com
Phone: 407-896-7365 ex. 202
Program Website: www.orlandorep.com/youth-academy/writes-of-spring
Organization: Orlando Repertory Theatre
Position: Community Engagement Coordinator
County: Orange