I really enjoyed learning about choral readings, readers theater, narrative mime and storytelling. It was fun watching the teacher as she is very talented in all these areas. I enjoyed the brief moments we had to participate as well. After watching my children miss out time and again on being in the school play because they aren't old enough, young enough, outgoing enough or popular enough, it appeals to me greatly to have a classroom play or readers theater so at least my students will have the chance to participate in something like this.
Two things I have always loved are music and teaching. Taking this class has opened my eyes to the beauty and possibilities of incorporating more than just music into teaching, but all the arts. Feeling like I learned more about the basic elements and principles of visual art, drama, dance and music helped give me a solid foundation to move forward in my teaching. This class helped me see the immense value of integrating the arts and innumerable ways this can be done in the classroom. I looked forward to this class each week and only wished our class time were longer. I feel I am leaving this class a converted teacher and mother. The value of integrating the arts in education did not need to be pounded into my head, but merely demonstrated and introduced to the potential out there. The results speak for themselves.
Monday, December 6, 2010
Monday, November 29, 2010
Reflection #13 & 14 Sarah Sumsion
I love the concept of integrating arts in the core and through my curriculum. I would have done so much more arts integration in the field, honestly, had I not had to write each lesson plan up word-for-word what I would be saying and doing. Somehow that overwhelmed me and I simplified things to keep my schoolwork manageable. However, in my own classroom, knowing I won't be graded purely on how perfect my lesson plans looked, I plan to integrate arts a lot. I have substituted 2 times during the semester and each time I have found ways to implement the arts on the fly as I'm teaching the lesson plans.
I have the absolute most experience in music and drama so getting more educated and comfortable with dance and visual arts will be my challenge. I am definitely keeping my Creative Arts Integration book. That will be a great reference, especially all the quick warm ups in each art discipline, until I become more comfortable and familiar with them.
I loved the field experience, and although our teacher used little to no arts integration, I was happy to know the students had a dedicated arts class each week. They also had music class. My children have never had an art class in school. Last year my kids' school implemented an after-school art class, but it was taught by the grumpiest teacher that I did not sign them up because I didn't want them hating it because she was ornery. I learned a lot from our cooperating teacher about classroom management, but there wasn't a lot of "life" in her class. The students respected her and worked well for her, but it was pretty robotic. I can't wait to get teaching in my own class!!
I have the absolute most experience in music and drama so getting more educated and comfortable with dance and visual arts will be my challenge. I am definitely keeping my Creative Arts Integration book. That will be a great reference, especially all the quick warm ups in each art discipline, until I become more comfortable and familiar with them.
I loved the field experience, and although our teacher used little to no arts integration, I was happy to know the students had a dedicated arts class each week. They also had music class. My children have never had an art class in school. Last year my kids' school implemented an after-school art class, but it was taught by the grumpiest teacher that I did not sign them up because I didn't want them hating it because she was ornery. I learned a lot from our cooperating teacher about classroom management, but there wasn't a lot of "life" in her class. The students respected her and worked well for her, but it was pretty robotic. I can't wait to get teaching in my own class!!
Monday, November 22, 2010
Reflection #12 Sarah Sumsion
Last week we taught our 5 lessons. Our Ancient Greek vases lesson took 3 days to complete so we taught it in phases.
This art lesson was a great way for us to teach the students how the Greeks used art to tell a story or document their history. Students were able to make their own Greek vases using scratchboards. They were able to choose a style of vase as well as a myth to illustrate. The students really enjoyed this lesson and thanked us afterwards for planning a fun activity.
Hopefully students will be able to see how art was easily integrated into a lesson. We found it seemless to teach through the arts. I really enjoyed teaching this lesson, although there was A LOT of preparation to be ready. I enjoyed finding lessons integrating art and I enjoyed seeing the other 2 cohort partnerships do a variation on the Greek vases in their classes.
This art lesson was a great way for us to teach the students how the Greeks used art to tell a story or document their history. Students were able to make their own Greek vases using scratchboards. They were able to choose a style of vase as well as a myth to illustrate. The students really enjoyed this lesson and thanked us afterwards for planning a fun activity.
Hopefully students will be able to see how art was easily integrated into a lesson. We found it seemless to teach through the arts. I really enjoyed teaching this lesson, although there was A LOT of preparation to be ready. I enjoyed finding lessons integrating art and I enjoyed seeing the other 2 cohort partnerships do a variation on the Greek vases in their classes.
Monday, November 15, 2010
Reflection #11 Sarah Sumsion
Today in class my partner and I taught our first lesson, Blow the Roof Off, a JHAT strategy which incorporates process drama.
This lesson was a great introduction to Ancient Greece where students could act out a portion of the lesson. Motions and actions were directed for them, however we did give them liberties to improvise and make new motions. They did very well and some of their actions were clever and funny. This lesson allowed them to think about what actions would be appropriate for their card.
I would do this activity again in a heartbeat. I would do it for math, science, social studies, even English topics. The kids really enjoyed it. The teacher said she plans on stealing this lesson from us. The students learned they could act and role play while learning. After the lesson we asked them what they remembered. Most remembered the facts from the cards they acted out, but some remembered other notable facts from memorably acted moments.
This lesson was a great introduction to Ancient Greece where students could act out a portion of the lesson. Motions and actions were directed for them, however we did give them liberties to improvise and make new motions. They did very well and some of their actions were clever and funny. This lesson allowed them to think about what actions would be appropriate for their card.
I would do this activity again in a heartbeat. I would do it for math, science, social studies, even English topics. The kids really enjoyed it. The teacher said she plans on stealing this lesson from us. The students learned they could act and role play while learning. After the lesson we asked them what they remembered. Most remembered the facts from the cards they acted out, but some remembered other notable facts from memorably acted moments.
Monday, November 8, 2010
Reflection #10 Sarah Sumsion
I have not observed any arts integrated lessons during any of the lessons I have been in class for.
There have been times I have seen where arts integration would have been appropriate, or enhanced the experience. I did, however do a quick survey during math. The class was split into 3 groups (high, medium and low--not that they knew that) to work on adding and subtracting fractions. The highest group did amazingly well. I quickly asked how many of them took music lessons (piano, guitar, violin, etc.). Over half of them were in music lessons. I then asked the medium math group how many of them took music lessons. Again, over half responded. I was not able to ask the lowest group, however. I thought I would see far more music students in higher groups, but that was not the case.
Our lessons definitely integrate the arts and I am excited about that. I love music and could see where some math rules could be written as little songs to help them learn the steps and the order of math computations.
There have been times I have seen where arts integration would have been appropriate, or enhanced the experience. I did, however do a quick survey during math. The class was split into 3 groups (high, medium and low--not that they knew that) to work on adding and subtracting fractions. The highest group did amazingly well. I quickly asked how many of them took music lessons (piano, guitar, violin, etc.). Over half of them were in music lessons. I then asked the medium math group how many of them took music lessons. Again, over half responded. I was not able to ask the lowest group, however. I thought I would see far more music students in higher groups, but that was not the case.
Our lessons definitely integrate the arts and I am excited about that. I love music and could see where some math rules could be written as little songs to help them learn the steps and the order of math computations.
Monday, November 1, 2010
Reflection #9 Sarah Sumsion
Today in class we participated in group music presentations relating to a book having to do with our core subject for our field experience.
I have had a hobby for years of making up words to familiar tunes. However, I had never considered using it to teach students important facts, processes, concepts, etc. in the classroom AND it incorporates the arts. What a useful tool!
I am very excited to go into the classroom this week and implement a lot of what I've learned. I have a great art lesson on Greece I'm excited to use, as well as some drama/dance for one of our lessons. I hope to also improvise some of these ideas as I feel appropriate in the classroom. There are applications everywhere for it. I was astounded how easily and fluidly the arts could be implemented. No need to eliminate them...they are easily incorporated into all subjects.
I have had a hobby for years of making up words to familiar tunes. However, I had never considered using it to teach students important facts, processes, concepts, etc. in the classroom AND it incorporates the arts. What a useful tool!
I am very excited to go into the classroom this week and implement a lot of what I've learned. I have a great art lesson on Greece I'm excited to use, as well as some drama/dance for one of our lessons. I hope to also improvise some of these ideas as I feel appropriate in the classroom. There are applications everywhere for it. I was astounded how easily and fluidly the arts could be implemented. No need to eliminate them...they are easily incorporated into all subjects.
Monday, October 25, 2010
Reflection #8 Sarah Sumsion
Today in class we studied about music and how we can teach it to children. We were then instructed how to further adapt it to the curriculum by changing the lyrics to folk songs.
Music is a critical art, I believe, to help us learn. Don't we remember jingles and songs much longer than just strictly facts or sayings? This technique (using music for instruction) is a perfect way to make our lessons more interesting and potentially longer lasting. Connections in the brain are heightened when music is performed rather than merely listened to. (I learned that this weekend from my mom who is a music major).
I will use this method in my classroom. In fact, I've used this method many MANY times in the past. My kids often joke there's not a word or phrase used in our home that I don't have a song for, when in reality I use a common tune and change the words to fit the situation. It's kind of a like a game. I love this method and technique. I really appreciated learning about the Brain Compatible teaching method. I've seen many ways used in my life, but never knew which was most effective. I know ways that I really DON'T like. I hope I can pass on this valuable information to my team and school someday.
Music is a critical art, I believe, to help us learn. Don't we remember jingles and songs much longer than just strictly facts or sayings? This technique (using music for instruction) is a perfect way to make our lessons more interesting and potentially longer lasting. Connections in the brain are heightened when music is performed rather than merely listened to. (I learned that this weekend from my mom who is a music major).
I will use this method in my classroom. In fact, I've used this method many MANY times in the past. My kids often joke there's not a word or phrase used in our home that I don't have a song for, when in reality I use a common tune and change the words to fit the situation. It's kind of a like a game. I love this method and technique. I really appreciated learning about the Brain Compatible teaching method. I've seen many ways used in my life, but never knew which was most effective. I know ways that I really DON'T like. I hope I can pass on this valuable information to my team and school someday.
Monday, October 18, 2010
Reflection #7 Sarah Sumsion
Today in class we applied dance experiences to a book we prepared as a group.
I quite like implementing dance into science - not necessarily just free expression, although I see the place for that. I like thinking "how am I going to move to express this object/animal/thing in nature/etc". I was trying to memorize my ed psych info and I made up a little dance movement to remember certain stages for one of the theorists. It helped me remember it better for the test.
I plan to use creative arts in my classroom. It's a great way to get kids moving in a day. I hope to implement all the arts within the unit. There is a certain level of trust necessary to make dance successful. With younger kids, they probably won't care as much, but if older students haven't experienced dance in their school years, they could be increasingly self conscious. I might implement dance a little later for them, or little by little. I could be wrong, but this seems to make sense to me.
I quite like implementing dance into science - not necessarily just free expression, although I see the place for that. I like thinking "how am I going to move to express this object/animal/thing in nature/etc". I was trying to memorize my ed psych info and I made up a little dance movement to remember certain stages for one of the theorists. It helped me remember it better for the test.
I plan to use creative arts in my classroom. It's a great way to get kids moving in a day. I hope to implement all the arts within the unit. There is a certain level of trust necessary to make dance successful. With younger kids, they probably won't care as much, but if older students haven't experienced dance in their school years, they could be increasingly self conscious. I might implement dance a little later for them, or little by little. I could be wrong, but this seems to make sense to me.
Monday, October 11, 2010
Reflection #6 Sarah Sumsion
Today in class we learned how to integrate dance into our teaching. We learned about the acronym "BEST" for dance: body, energy, space, time.
I was impressed by how easily it was to integrate dance. I got very excited about how to relate it to science and math units. Those subjects were a little trickier for me to see how to integrate drama into. The video was very inspiring and encouraging to me to see what massive strides could be made in many different subjects, just by integrating the arts.
I already have ideas spinning in my head about how I want to integrate the arts into my curriculum. I hope I can even try some when we teach during field experience. I am much less intimidated by dance that I thought I would be. It was fun to feel my body stretch and move in ways I haven't moved it before (or at least in years). I can see a group of adults (like us) having a lot of fun and being educated incorporating dance. I like the idea of letting student choreograph their own end-of-year programs, perhaps after a year of exploring about dance, instead of just a teacher always instructing them how to move. I also loved the Greek dancing. I've done some of that before and was truly moved by the beauty and meaning in it, not to mention had a good workout!
I was impressed by how easily it was to integrate dance. I got very excited about how to relate it to science and math units. Those subjects were a little trickier for me to see how to integrate drama into. The video was very inspiring and encouraging to me to see what massive strides could be made in many different subjects, just by integrating the arts.
I already have ideas spinning in my head about how I want to integrate the arts into my curriculum. I hope I can even try some when we teach during field experience. I am much less intimidated by dance that I thought I would be. It was fun to feel my body stretch and move in ways I haven't moved it before (or at least in years). I can see a group of adults (like us) having a lot of fun and being educated incorporating dance. I like the idea of letting student choreograph their own end-of-year programs, perhaps after a year of exploring about dance, instead of just a teacher always instructing them how to move. I also loved the Greek dancing. I've done some of that before and was truly moved by the beauty and meaning in it, not to mention had a good workout!
Tuesday, October 5, 2010
Reflection #5 Sarah Sumsion
Today we learned some theater games and listened to group presentations of process dramas as they correlated to children's books.
All students and grades could benefit from these types of activities because it makes topics and ideas and concepts more personal and applicable. I love the idea that process drama can help people develop perspective taking and empathy. I seem to be really hung up on the idea of helping children develop emotional intelligence. If this is one method that proves successful, I would encourage any teacher to utilize it.
These activities really mean a lot to me as I have always loved games and theater. I have actually done a lot of these types of things without knowing they were part of a bigger picture and bigger meaning. I was a substitute teacher all last year and subbed over 80 days of the school year. These activities were things I did either of my own accord or because a teacher had it in her sub plans. Nearly always the activities brought greater meaning and understanding to the students. I'm hoping I can have the courage to do some of these with the 6th graders I'll be working with in November. I know I'm the adult, but I hope I don't feel self-conscious and get stage-fright. Last night with my children I told them a story and used 3 of the ideas from today's group presentations. My 4 children (ages 14-5) fully participated and seemed to really enjoy the activities. A teenage boy can sometimes think things like this are childish - but he totally got into it! Love this unit!
All students and grades could benefit from these types of activities because it makes topics and ideas and concepts more personal and applicable. I love the idea that process drama can help people develop perspective taking and empathy. I seem to be really hung up on the idea of helping children develop emotional intelligence. If this is one method that proves successful, I would encourage any teacher to utilize it.
These activities really mean a lot to me as I have always loved games and theater. I have actually done a lot of these types of things without knowing they were part of a bigger picture and bigger meaning. I was a substitute teacher all last year and subbed over 80 days of the school year. These activities were things I did either of my own accord or because a teacher had it in her sub plans. Nearly always the activities brought greater meaning and understanding to the students. I'm hoping I can have the courage to do some of these with the 6th graders I'll be working with in November. I know I'm the adult, but I hope I don't feel self-conscious and get stage-fright. Last night with my children I told them a story and used 3 of the ideas from today's group presentations. My 4 children (ages 14-5) fully participated and seemed to really enjoy the activities. A teenage boy can sometimes think things like this are childish - but he totally got into it! Love this unit!
Monday, September 27, 2010
Reflection #4 Sarah Sumsion
Today we learned about and played theater games and process drama. We observed our professor reading a story and implementing several dramatic elements into her reading and between readings.
I loved this class day! I've always enjoyed drama and studying it. I loved all the ideas that were used while we were read "When Jessie Came Across the Sea". How clever. We seemed to cover so much material, yet I felt I wanted more. The mirror/reflection activities I think could be very valuable, especially to slowly establish trust within the classroom. All the activities were very creative. I liked the interviewing activities where we were a character from a story. I can see that applied in the study of social studies, or perhaps even science. It gives you some freedom to create, yet is also a way to assess what students do understand.
I think students need creative drama as a safe way to express themselves without the structure of memorized lines. Children are so creative and improvising can be very therapeutic too. It helps in perspective taking - which we are learning in Ed Psych is critical for learning empathy and developing emotional intelligence. Sometimes it seems grade school kids just want to be the funniest one, so I'm not sure how you would or IF you would try to regulate that. Humor is wonderful and I get that. But I would hope students would feel safe enough to be serious and intense when it is appropriate.
I loved this class day! I've always enjoyed drama and studying it. I loved all the ideas that were used while we were read "When Jessie Came Across the Sea". How clever. We seemed to cover so much material, yet I felt I wanted more. The mirror/reflection activities I think could be very valuable, especially to slowly establish trust within the classroom. All the activities were very creative. I liked the interviewing activities where we were a character from a story. I can see that applied in the study of social studies, or perhaps even science. It gives you some freedom to create, yet is also a way to assess what students do understand.
I think students need creative drama as a safe way to express themselves without the structure of memorized lines. Children are so creative and improvising can be very therapeutic too. It helps in perspective taking - which we are learning in Ed Psych is critical for learning empathy and developing emotional intelligence. Sometimes it seems grade school kids just want to be the funniest one, so I'm not sure how you would or IF you would try to regulate that. Humor is wonderful and I get that. But I would hope students would feel safe enough to be serious and intense when it is appropriate.
Monday, September 20, 2010
Sarah Sumsion Edel 4540 Sec 2 Reflection #3
Today we learned the principles of art: proportion, balance, rhythm, variety, emphasis, and unity. We also shared our illustrator study and participated in activities relating to different illustrator's styles.
I found this very enjoyable. I learn more and more about art and almost wish we didn't have to move on to drama yet- although that has always been a favorite of mine. I have felt so uneducated when it comes to art, so this class has really opened my eyes and mind to what art is all about. I feel a little stupid asking, "Do artists know all this when they paint?" But it was one of those dumb questions perhaps others were thinking too. I really liked finding the curriculum connections for our group because it made me see a bigger picture than just "coloring" for art.
Having this class makes me want to have better art "decorations" around the room than the typical, cartoon-like cut outs you buy at teacher supply stores. Think of the art we could post around a room to better label classroom centers or important rules. I hope to integrate more art not only into my classroom but with my own children at home. In fact, 2 of my boys were bickering over something today so I brought one into my room and showed him my creative arts journal and he was really curious. He guessed what my texture segments were (chicken skin, starry night, patterned clothing). He saw one "shape" element I had made (a snowflake) and decided he wanted to make snowflakes. The fighting stopped, he was being creative and his hands and mind were being put to good use. I also challenged him to make a picture using only a piece of paper and a hole punch. We then looked through the hole punch picture and saw pieces of a bigger picture (parts of the room). I showed him how it was sort of like my text art boxes I had made in Word then filled with a painting. The glorious thing for me - 30 minutes of no fighting!
I found this very enjoyable. I learn more and more about art and almost wish we didn't have to move on to drama yet- although that has always been a favorite of mine. I have felt so uneducated when it comes to art, so this class has really opened my eyes and mind to what art is all about. I feel a little stupid asking, "Do artists know all this when they paint?" But it was one of those dumb questions perhaps others were thinking too. I really liked finding the curriculum connections for our group because it made me see a bigger picture than just "coloring" for art.
Having this class makes me want to have better art "decorations" around the room than the typical, cartoon-like cut outs you buy at teacher supply stores. Think of the art we could post around a room to better label classroom centers or important rules. I hope to integrate more art not only into my classroom but with my own children at home. In fact, 2 of my boys were bickering over something today so I brought one into my room and showed him my creative arts journal and he was really curious. He guessed what my texture segments were (chicken skin, starry night, patterned clothing). He saw one "shape" element I had made (a snowflake) and decided he wanted to make snowflakes. The fighting stopped, he was being creative and his hands and mind were being put to good use. I also challenged him to make a picture using only a piece of paper and a hole punch. We then looked through the hole punch picture and saw pieces of a bigger picture (parts of the room). I showed him how it was sort of like my text art boxes I had made in Word then filled with a painting. The glorious thing for me - 30 minutes of no fighting!
Monday, September 13, 2010
Sarah Sumsion's Visual Arts Reflection #2
What: I honestly feel like I know so little about art (painting, drawing, etc.) that learning about the basic elements: space, line, shape, color, value and texture were very eye opening to me! Putting them into practice in class were quite helpful for me to see how the elements come together. I enjoyed evaluating the art pieces in class today for the basic elements.
So what: This means a lot as a teacher because how can I teach something if I don't understand it myself. Applying basic principles of art and having them cross over into other subjects (math, science, social studies) is so exciting to me! I think I've been doing more of this than I realized (as a substitute teacher) but now I know why it's good to do this and how it is helpful.
Now what: I truly hope to incorporate a lot more creative arts into my teaching than I originally thought was possible. The section in the textbook that talked about having a place to display things that are beautiful was very appealing to me. I even penciled in my book "There is beauty all around..." to allow students to display things they find, make, or discover that are beautiful to them. Enough places in the world look for the ugly and bad. I like the idea of focusing on beauty. I loved the idea of an art word wall! Why not? Those words are inspiring and eye-opening. I did not know the proper definition of hue, tint and value in art before. I understood them in context, but I learned 3 new words today! To effectively teach my students about art, I need a lot more exposure. I plan on going to the Springville Museum of Art and really appreciating the different basic elements in each art piece. Before I looked at art purely subjectively - does it appeal to me or not? Is it pretty? Would I want to hang it up at my house? Now I can look for the different elements then hopefully teach my students to do the same thing, as a first step to learning about art.
So what: This means a lot as a teacher because how can I teach something if I don't understand it myself. Applying basic principles of art and having them cross over into other subjects (math, science, social studies) is so exciting to me! I think I've been doing more of this than I realized (as a substitute teacher) but now I know why it's good to do this and how it is helpful.
Now what: I truly hope to incorporate a lot more creative arts into my teaching than I originally thought was possible. The section in the textbook that talked about having a place to display things that are beautiful was very appealing to me. I even penciled in my book "There is beauty all around..." to allow students to display things they find, make, or discover that are beautiful to them. Enough places in the world look for the ugly and bad. I like the idea of focusing on beauty. I loved the idea of an art word wall! Why not? Those words are inspiring and eye-opening. I did not know the proper definition of hue, tint and value in art before. I understood them in context, but I learned 3 new words today! To effectively teach my students about art, I need a lot more exposure. I plan on going to the Springville Museum of Art and really appreciating the different basic elements in each art piece. Before I looked at art purely subjectively - does it appeal to me or not? Is it pretty? Would I want to hang it up at my house? Now I can look for the different elements then hopefully teach my students to do the same thing, as a first step to learning about art.
Monday, August 30, 2010
Sarah Sumsion Reflection #1
I feel very proud to say my grandmother earned a Master's Degree in music and my mother (age 59) just graduated with her Bachelor's Degree in music (first one ever at Dixie State College to earn a 4-year degree in music/vocal performance). Clearly I grew up in a musical family. I sat at a piano from a very young age and have played ever since. I was exposed to many styles of music. I also learned to play the violin and took fiddling lessons. My mother sings and I have grown to love singing also. I have always had a love of theater as well, enlisting neighbor kids to put on little plays, or reading plays as a form of entertainment. However, dance is one of the arts that has eluded me. I don't seem to enjoy it, understand it very well and certainly will struggle with knowing how to adequately integrate it into my teaching.
Since I do not considering myself an artist either, I like the idea of free-expression through art (painting, drawing, coloring, scultping, etc.) I really need to study art myself a bit. I can appreciate art that looks like something, but have a hard time appreciating art that looks like paint splatter, or like a 2-year old could do it. Abstract images escape me.
I hope to have lots of music, singing, and reenacting in my classroom. So many memorization requirements are strengthened when put to music, at least for me. When things are reenacted, you can better understand how a child understood a subject, what stuck with them, how they felt about it, etc. I like the notion of "no wrong ideas" when it comes to art. I think it is highly personal and subjective.
Since I do not considering myself an artist either, I like the idea of free-expression through art (painting, drawing, coloring, scultping, etc.) I really need to study art myself a bit. I can appreciate art that looks like something, but have a hard time appreciating art that looks like paint splatter, or like a 2-year old could do it. Abstract images escape me.
I hope to have lots of music, singing, and reenacting in my classroom. So many memorization requirements are strengthened when put to music, at least for me. When things are reenacted, you can better understand how a child understood a subject, what stuck with them, how they felt about it, etc. I like the notion of "no wrong ideas" when it comes to art. I think it is highly personal and subjective.
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