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Art Integration Unit Plan Template LTC 4240: Art for Children Unit Title & Big Idea: Dance Dancing through Life Unit Overview/Summary: Through Art, Science, and Literacy, my students will experience the different components of dance, including physical movement and emotional fluency. Literacy will be introduced first; we will explore how dancers communicate stories without any words using their bodies and musical accompaniment. This will engage students emotionally and allow for personal expression through a writing piece. Next, students will explore the importance of body movement and dance through a science experiment and learn hands on how their joints help them move. Finally, students will create their own piece of art that captures the human form or movement. This final piece will allow encourage critical thinking on past lessons throughout this unit. It allows students to go more in depth on what they learned via the Science or Literacy unit. Grade Level: 5th Class Periods Required: Six 50-minute class periods Science will have two class periods, one discussing joints in our everyday world and one discussing joints in our body. Literacy will have two class periods fully dedicated to the assignment but will require additional free time depending on how far the student got in the writing process. Art will require one period. There will be one period of work space for students to work on any portion of their projects.

Key Concepts (3-4) Essential Questions (3-4) Our bodies have four specific joint types in multiple locations What joints are in our body and where are they located? that help us move. What are these joints purposes? What do these joints do? Students will understand the importance of physical movement In what ways can we communicate without using words? to our bodies, this will be embodied in dance but students will The four joints we discuss can be found outside of our body, understand as a whole why exercise is important for a healthy where else can we find them? body. How do dancers communicate their emotions and how does this Stories can be told in multiple forms including music, dance, help us in our personal writing? books, and orally. Joints are used in daily life applications. We will discuss the different forms of joints and their scientific uses and applications. Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Students will know and understand how the four types of joints work. Students will be able to identify where these joints are in the human body and what purpose they serve. Students will be able to define each joint, meaning how it works and its specific purpose in the body. Students will be able to demonstrate

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this knowledge using their own bodies. Students will identify and be able to explain the different forms of communication we use that do not include the usage of words and students will be able to provide examples of where we may see and engage in these different forms. Students will understand the historical significance of dance and its cultural impact and how it is relevant today. Students will understand the importance of physical movement to their bodies and health. Students will be able to identify Degas work based on his use of form and movement and students will be able to create their own piece based on his style. Grade Level Expectations (GLEs) (3-4)(http://dese.mo.gov/divimprove/curriculum/GLE/) Core Academic Standards (Common Core State Standards) (3-4) Writing: Strand 1. A: Apply a writing process in composing text- Follow (http://www.corestandards.org/) a writing process to use a prewriting strategy, generate a draft, reread, Writing: revise for audience and purpose, ideas and content, organization and sentence structure, and word choice (refer to W2A, W2B, W2C, W2D), CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive edit for conventions (refer to W2E), and share writing. details, and clear event sequences. CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and Information Literacy: Strand 2. A: Develop and apply effective skills sensory details to convey experiences and events precisely. and strategies to analyze and evaluate oral and visual media-Analyze CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and messages conveyed in various media (e.g., videos, pictures, web-sites, adults, develop and strengthen writing as needed by planning, revising, artwork, plays and/or news programs). editing, rewriting, or trying a new approach. Science: Strand 2. A: Forces affect motion-Scope and Sequence Work CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time and Simple Machines. Strand 7 Scientific Inquiry, 1.C: Use quantitative and qualitative data as frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. support for reasonable explanations, use data as support for observed patterns and relationships, and to make predictions to be tested, evaluate the reasonableness of an explanation, and analyze whether evidence supports proposed explanations. Art: Strand I: Product/Performance 3. A- Portrait: Create a portrait from observation. Strand II: Elements and Principles (EP) 2. F- Identify and use relative size (realistic scale). STRAND III: Artistic Perceptions (AP) 2. A- Identify the type of artwork (e.g., painting, drawing, print, sculpture) and identify and explain symbolism or message communicated in an artwork. Speaking and Listening: CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Language: CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Content Areas Integrated: 1. Visual Art 2. Science 3. Literacy

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Joints (Definition pertaining to human body): The location where bones connect, they are constructed to allow movement and provide mechanical support. Joints include: Ball and Socket: The rounded end of one bone fits into a cuplike end of the other bone, as at the hip or shoulder. Gliding: A freely moving joint in which the articulations allow only gliding motions, such as the wrist and ankles. Hinge: A joint, such as the elbow, in which a convex part of one bone fits into a concave part of another, allowing motion in only one plane. Saddle: The only saddle joint in the human body is found in the thumbs. This type of joint allows for the thumbs to cross over the palms of the hands giving them an infinite variety of uses.
*All joint definitions from http://www.thefreedictionary.com*

Lesson Titles in Sequence/Order 1. Literacy-A Story With No Words

Fixed joints: Some of your joints, like those in your skull, are fixed and don't allow any movement. Emotional Literacy: The ability to be able to convey and perceive emotions. (This will be discussed during our writing class, the goal is to communicate the emotions displayed by the dancers through their own stories and this requires them to understand empathy). 1. Choreography: The sequence of steps and movements in dance. Brief Lesson Descriptions (2-3 sentences each) Literacy: Students will watch two separate clips from a ballet. During the clip they may take notes on the emotions they feel or what they believe is happening. Students will be encouraged to think about what the story of the ballet is and think of specific ways the dancers are telling this story. When the clips are over students will create a creative writing piece telling the story of the ballet. They will have free choice over the genre and which clip they choose. For format students will have choice of how they structure their piece. Students will not be assessed on structure but on content. Students will be encouraged to think of different crafts they could use that would add to and strengthen their piece. (Craft is what we have been studying in our writing class and encompasses how an author writes; this comes in many forms that is why I will not grade on structure). Once students are finished they will be able to share their stories and we will

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compare and contrast as a group and discuss why everyones is different. At this point we will discuss the different forms of communication and how we all understand the story and emotions of the dance without any words being used. 2. Science-Moovin and Groovin

Science: Students will be introduced to joints, how they function, where they can be found, and their multiple purposes. Students will then try and identify the joints in their own body. We will go through this as a class and identify all our joints and where they are found. Students will create dance steps that demonstrate a particular joint in the body. I will use the P.E. instructor as a resource to show students how to safely move their bodies. If that is not available I have twenty years experience in dance as well as four years experience as a dance instructor. Students will not tell the class what joint they chose but will demonstrate the move and the class will discuss what they think it is and why. Students will be given a five minute period to demonstrate their joint. They do not have to use the whole time, this is allotted to allow for students who may need more time. Students will work individually but may ask for critiques from fellow students while working on their movement. Students will practice during the class period as they create their movement.

Art: Students will have a choice in the art activity. They may create a piece that captures movement (this may be done in multiple forms, it does not need to only depict dance for example if a student loves to skateboard they can create a piece that depicts movement while they skate), or they may create a piece that captures the human form. Either piece may be a painting, drawing, sculpture, photograph, or mixed media. Students are encouraged to think on their science lesson and what they learned about the body and how it moves. Students will be encouraged to really think like Degas, we will discuss how he focused on the body and how it looked in different shapes and forms. When students have finished their work we will hold an Art Walk as a class. This will allow students to look at others pieces and discuss what they see. Students will present their piece and discuss it to fellow classmates as they walk around. I plan on splitting the class into two equal groups, group 1 will present first as group 2 walks around and looks at everyones work. We will then flip so everyone gets an opportunity to get the most out of the art walk. What student prior knowledge will this unit require/draw upon? This unit will draw on the students understanding of the body and the basic process of movement. Students will have prior knowledge of the basic skeletal structure of the body. Students will have prior knowledge of the writing process, including peer review, and how to effectively go through

3. Art-Dancing With Degas

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the process. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? All of these units allow the student to explore through their own body. In science students will be up and moving to see how joints function and the different ways they do so. They will be experiencing it for themselves and experimenting different ways to move to learn more about the joints. In Literacy students will use their imagination to create a story from a visual prompt. They will be given free reign and allowed to let their creativity flow. The art lesson allows them to explore their bodies and what forms they can create, and different ways they can move. This activity also allows for free expression and choice of art form. How will this unit permit/encourage students to solve problems in divergent ways? The science activity forces students to think about how their body works and how the specific joints function. They will need to truly think about the joints in order to choose a movement that exemplifies that joints usage. For art students will need to think about spacing, size, and measurement to make sure that their piece depicts human movement or the human form and is realistic. How will you engage students in routinely reflecting on their learning/learning processes? Each lesson has been created in a way that the student is in charge of their own learning. In science they pick their own joint and movement, in writing they create their own story, and in art they choose a style and create their own piece. This will foster the students own interests and ambitions for the project and gives them control in their learning. Each lesson grows off the previous which will allow me to check students learning and allows for students to see what they have accomplished as well. How will this unit engage students in assessing their own work and the work of peers? Literacy: We will take these pieces through the writing process as we work through this unit. Students will radically revise, peer edit, edit, and then publish. This will give them an opportunity to assess their own work and constructively assess their classmates. Science: When students present their joint and movement to the class we will constructively discuss how they presented and go by the 2-1 system. (Two positive critiques followed by one possible change they could make.) Art: When everyone has finished their piece we will do an Art Walk, students will display their piece as well as an artistic statement. As we walk the room we will leave post it notes for each artist letting them know what they did really well on their piece and maybe one thing they could work on. I will review these before giving them back to the students. What opportunities/activities will students be given to revise and improve their understandings and their work? Literacy: The students will go through the writing process and will have multiple opportunities to revise their work. Science: Students will be given an opportunity to change their movement based upon feedback from the class. This Unit as a whole is designed to work and build off of each other so students will be able to revise and improve on past assignments throughout the whole unit. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Literacy: Students will share their final piece with the class and everyones piece will be published. Science: Students will present their findings in class when they present their joint, what they learned about it, and their body movement. Art: Students will be able to present their work at the Artist Walk.

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How will you adapt the various aspects of this lesson to differently-abled students? ELL students will be encouraged to write as much as possible in English but will be encouraged to also write in their own language. They will also have a shorter requirement for the literacy section. Students who may have physical limitations will be given a different outlet to show how their joint works. The art piece will be holistic in nature to be fair to all students meaning that students will not be graded on technique; they will be graded on what they chose and how they depicted their subject. I am looking for understanding of the subject matter presented not the ability to create art.

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References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf http://dese.mo.gov/divimprove/curriculum/GLE http://www.corestandards.org http://www.thefreedictionary.com Literacy: http.//www.youtube.com Spartacus: http://www.youtube.com/watch?v=nQLWTn_RGCo Under the bridge: http://www.youtube.com/watch?v=m7HOBr9q93w Fighting: http://www.youtube.com/watch?v=Xi1GYQv2Lb0 Art: http://www.edgar-degas.org/ Science:

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Image for discussion on Joints: http://science.howstuffworks.com/life/human-biology/bone11.htm