Se Hee Cho

ITE 326
Jennifer Herring
October 9, 2016
Reading Response
1. Which reason(s) stated in Cornett (2011, pp. 144-148) for integrating the visual arts into
the elementary curriculum resonated with you? Why is this important to you and how will
you use this information to advocate for the arts in education?
- I believe confidence that art gives to be unique is the most important factor to
integrate the arts in education. In classrooms, students tend to require to follow certain
rules and format to be successful. Due to the circumstance, it is not easy for teachers to
promote their creativity, respect their uniqueness and diversity. Therefore, I believe that
integrating artistic aspect into the the elementary curriculum gives teachers the
opportunity to enhance students creativity and bring student uniqueness in an desired way
in the school setting.
- Examples of integrating the visual arts into the curriculum can start from
kindergartens create alphabet art piece to third grade draws realistic image of the leaf
classification. This does not only make the learning exciting, but also it makes the
learning alive. Through the art integrated instruction experience, students create unique
work. When the teacher values their work, students will be able to build self-confidence.
When students felt their work is valued and succeed it is positively reinforced. They are
more likely to be motivated to do the same. This self-efficacy effect, ones belief in ones
ability to succeed in specific situations, is the reason why I would like to integrate the arts
into other subjects. I would really like to bring this effect into my classroom to support
student learning.

2. Please summarize what Cornett (2011, pp. 148-156) thinks teachers need to know to
integrate the visual arts into their curriculum. How you will use this information in your own
classroom?
- Cornett states things that teachers need to know when they integrate the visual
arts into their curriculum in seven different aspects: Purpose, Processes, People: Artists,
Art media, Products, Visual Arts Elements and Concepts. According to Cornett, when
teachers first practice the arts integration, they need to teach definition of art. In the
processes of integration, he suggests teachers should know that visual arts can be
naturally integrated into history. Earliest human expression has begun through aesthetic
pieces, and the visual arts also have a long history. He brought a good point in the
material aspect. We tend to think that art materials are tangible, however, he said that art
quotes, facts about artists, and art-related songs and music are useful teaching materials.

- A variety aspects that he brought are really important things to think about before
I plan art integration lessons. If the art educator at my school hasnt taught, I would love
to teach my students abouts about what are purposes of arts how arts was one of the
earliest ways humans expressed and understood each other (p. 149). I really liked his
idea about intangible teaching materials (e.g., art quotes, facts about artists, etc). This is
another thing that I would like to try out in my own classroom because a good art quote
will be a great discussion topic in higher grade classroom.

10. Cornett (2011) says that energizers and warm-ups are used to ready students mentally and
physically for creative problem-solving (p.179). She lists numerous energizers and warm-ups.
Select three energizers or warm-ups that you would like to include in your teaching. You may
be able to include specific warm-ups in your unit plan that you are going to write. Describe in
detail how you would guide students through each of these experiences. This is similar to what
you need to do when you are writing your lessons in your unit plan to describe what students will
do.
- Three warm-ups that I would like to include in my teaching are art walks, scribble
and doodle, eyes warm-up. Because I am in Kindergarten class for my field class, they
are warm-ups that the students are practically able to exercise for creative and ready art
class experience.
- Art Walks seems interesting and effective experience for Kindergarten students
because they are just starting to learn about five senses in science lesson. I feel it will be a
good art integration warm-up that will deepen their five senses.
- Scribble and Doodle is a warm up exercise that I would love to try with my
students. I love the idea that students can draw lines, dots, shapes to fill up the entire
paper freely. I believe that this is a perfect beginning exercise also for any grade level
because before create something beautiful, they can explode all different elements of art.
I would like to use this warm up exercise for every first day of art class.
- Third warm-up exercise that I would like to try with my students is Eyes Warmup. This will be a good exercise to calm students down and elicit their spontaneous
response on the paper. I would like to try out this exercise with upper grade students as a
way to refresh them from a busy working school day.
11. Cornett (2011) includes a section on teaching art concepts and elements. She suggests,
pairing these ideas with best practices (p. 181), from Chapter 6. Select one of these
instructional strategies and use your own words to describe step-by-step how to create an
engaging experience for your elementary students. This is similar to what you need to include
in a lesson plan to describe the instructional strategies that focus on what the students will do and
what the teacher will do.

Art Elements Mnemonics

- The teacher will
1. Briefly preview what is going to happen in todays lesson
a. Make individual art element grid
b. Make bigger model group art element grid
c. Share it as a group with the rest of class
2. Display art element anchor chart
3. Engage students by asking question that will make connection
between students and element of arts
4. Demonstrate how to make art element grid.
a. Fold the paper in half--repeat it two times.
b. Open it, and write each element of arts on top
corner of each box.
i.
Color
ii.
Line
iii.
Shape
iv. Texture
c. Fill each box with examples of each element
- Students will
1. Participate actively in demonstration and discussion
2. Follow the teachers direction to create individual art element grid
3. Follow the teachers direction to create bigger model of group art
element grid
4. Describe the three big ideas in the arts to demonstrate your understanding of: How the Arts
are Organized; How the Arts Communicate; and How the Arts Shape and Reflect Culture. Select
a single work of art to share with your students. Create an innovative strategy for helping
your students begin to understand one of these big ideas. If you use questions, make sure
these are open-ended questions that allow you to know what the students observe and can
describe. Include an image of the artwork in your answer. This is a skill you need when you
develop your art Slide Presentation and your lesson plans.
- How the Arts are Organized: The first big idea of the three is How the Arts are
Organized. In my understanding, in this big idea, students first know what is definition,
elements, media of arts. After they explode enough what are definition, elements, and
media of arts, they use learned concepts to start learning to create their original art piece.
- In my unit lesson, students are going to learn about elements of art,
a variety types of lines.
- How the Arts Communicate: They apply what they have learned about concepts
of arts to create their original artwork. They create unique artwork to express their feeling

and belief. They use their artwork to communicate with other people. Other people know
their feeling and belief at the moment by looking at their work.
- How the Arts Shape and Reflect Culture: Students also learn to understand other
peoples artwork. They express their opinion on artwork by using practical technique.
Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5 Classroom
Teacher, Hawaii Fine Arts Grade Level Guide . Honolulu, Hawaii. Retrieved from
http://www.hawaiiartsalliance.org/#!arts-education/c8k2 (required download, free). Please
note: The Arts First, An Essential Fine Arts Toolkit chapters are located at the bottom of the
page. Please read the Introduction, Using the Toolkit, Arts as Tools, How to Use the Lessons,
the section related to your grade level for your Semester 3, Field Placement, and review the
Appendices which are helpful for viewing classroom charts, etc.
14. Describe the three big ideas in the arts to demonstrate your understanding of: How the Arts
are Organized; How the Arts Communicate; and How the Arts Shape and Reflect Culture.
Select a single work of art to share with your students. Create an innovative strategy for helping
your students begin to understand one of these big ideas. If you use questions, make sure these
are open-ended questions that allow you to know what the students observe and can describe.
Include an image of the artwork in your answer. This is a skill you need when you develop your
art Slide Presentation and your lesson plans.
- Three big ideas
- Through a big idea, How the Arts are Organized, students explode
a variety elements: texture, color, line, space, shape, etc. They expand their
knowledge to create original and tangible artwork.
- In How the Arts Communicate lessons, students recognize that
artwork is one of the most powerful communication tools. They also experience to
convey their own messages through artwork.
- By a teacher incorporating a big idea, How the Arts Shape and
Reflect Culture, students can observe someone elses artwork and analyze how
his/her culture was portrayed through the artwork.
- I am in Kindergarten class for my field placement, therefore, I would like to help
my students to explode a variety line, one of the elements of art and understand How the
Arts are Organized. Open-ended questions that I would like to them to carefully think
about this are:
- How are lines are displayed in the art of work?
- How does exploring a variety of lines inspire us to create artwork?

Creating Original Works of Art in the Elementary Classroom-Creating

20. Identify and copy selected benchmarks in three different grade levels that are
directly related to engaging students in creating their own original artwork. Write a brief
description (summary or overview) of a lesson for each benchmark selected that
requires students to create their own authentic artwork. Describe the media and
techniques your students will learn to use and how they will demonstrate they have met
this standard in their artwork. This is a skill you will need to develop lessons for creating
works of art as part of your two related lesson plans.
- Grade level K - Benchmark FA.K.1.2: Use developmentally appropriate art
media, tools, and processes
To create their own authentic artwork, students will first learn about appropriate
art vocabulary and able to name art materials such as clay, paint, crayon. They will also
learn about elements of arts: line, shape, pattern, and primary colors to use in his or her
artwork. The media they are going to use is crayon, and the element that they are going to
deeply explode is line. To use crayon and line, they are going to create an abstract
original artwork. They are going to demonstrate they have met this standard in their
artwork through describing media and crayon they used to create the work.
- Grade level 1 - Benchmark FA.1.1.2: Use the elements of line, shape, form,
texture, color, and the principles of repetition and variety in artwork using a variety of art
mediums.
To create original artwork that incorporates the elements of art and the principles
of design: balance, contrast, emphasis, movement, pattern, etc., grade level 1 student first
will review about the elements of art and will learn briefly learn about the principles of
design. They will use a paper bag to design a movable model of an animal puppet. While

creating the model, they are going to use a variety elements of art such shape, line, color,
texture to effectively express an animal with paper bag. They will demonstrate they have
met the standard by having puppet show as a presentation of their artwork.
- Grade level 2 - Use color to convey mood in works of art
To convey a mood in students original works of art, students are first going to
understand the Arts is one of the most powerful communication tools. Then, they are
going to brainstorm a mood to express through their original work of art. To express a
mood in work of art, students are going to use appropriate colors, for example, for sad,
mad, frighten they will use cool colors and for happy, surprise, glad, excited, they will
use warm colors. They are also going to use texture to make the work alive. They will
demonstrate they have met the standard by describe their artwork what mood it conveys
among pair or group.

Reference
Claudia E. Cornett (2011). Creating Meaning through Literature and the Arts: Arts Integration
for Classroom Teachers , Fourth Edition. Pearson Education, Inc. Chapters 6 and 7, and
Appendices A J.
Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5 Classroom
Teacher, Hawaii Fine Arts Grade Level Guide . Honolulu, Hawaii.
Hawaii State Department of Education (2006). Hawaii Content and Performance Standards III:
Fine Arts, Visual Arts.
Mir, Joan. The Smile of the Flamboyant Wings. 1953. Print

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