210-123 Expressive Arts in the Elementary Classroom

Alignment with INTASC Professional Standards

Principle #1: CONTENT KNOWLEDGE--The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  1. Demonstrate knowledge of the basic concepts, elements, media of expression and creative processes for each of the arts (dance, music, visual arts and creative drama.) 
  2. Be able to define the content.
  3. Recognize the interrelationships among drama, art, dance and music.
  4. Create organized learning experiences that help children learn the knowledge, skills, attitudes and values of the arts and provide opportunities for integration with other disciplines such as language arts, science, math and social studies.
  5. Understand and articulate the multiple intelligence theory as it relates to learning styles and artistic domains for creative problem solving.
  6. Define each of the multiple intelligences and identify their use in arts activities.
  7. Understand and utilize an integrated arts lesson design.
  8. Demonstrate knowledge of Piaget, Maslow, Erickson and Vygotskys’ theories and how they support integration of the arts.
Principle #2: LEARNING AND DEVELOPMENT--The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
  1. Understand the application of the multiple intelligence theory to teaching integrated arts lessons.
  2. Design integrated lesson plans, learning materials and opportunities that match intellectual, social, affective and psychomotor needs of students.
  3. Recognize the arts can be a motivational tool that contributes in unique ways to a positive learning environment with active engagement and audience appreciation.
  4. Respect artistic individuality within and across the developmental areas.
Principle #3: DIVERSE LEARNERS--The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  1. Create culturally appropriate learning materials for integrated arts lessons.
  2. Create learning materials which assist the educationally challenged, the gifted learners and accommodate a variety of learning styles.
  3. Articulate and incorporate the multiple intelligence theory in energizers, strategies and integrated arts lessons for diverse learners.
  4. Recognize students will experience and learn about the arts in a variety of ways.
Principle #4: INSTRUCTIONAL STRATEGIES--The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
  1. Create a variety of appropriate arts activities and use a variety of methods.
  2. Match integrated arts activities to selected learning objectives.
  3. Understand and use various teaching methods and techniques in the expressive arts.  (Side-coaching, inquiry, discovery, lecture, storytelling, story dramatization, pantomime, computer-assisted instruction, etc.)
  4. Recognize art works are a result of the artistic processes and can be interpreted for meaning and evaluated for quality.
Principle #5: CLASSROOM MANAGEMENT--The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  1. Create a classroom with multiple teaching resources so that the environment engages the learner in positive social interaction, active learning, and self-motivation when integrating the arts.
  2. Identify the advantages and limitations of textbooks, curriculum guides, kits, games, video tapes, and computer programs and design a classroom in which these materials provide for active learning.
  3. Integrate the use of children's literature and other media materials into the classroom environment.
  4. Use graphs, charts, and pictures as teaching tools in constructing lessons.
  5. Utilize community resources in developing learning sequences that integrate the arts.
  6. Gather a variety of materials useful for teaching the arts, such as print materials, pictures, journal articles, technology based materials.
  7. Organize big ideas and materials in the arts.
  8. Construct meaningful arts materials.
Principle #6: COMMUNICATION--The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  1. Orally share information with others in the area of the arts.
  2. Use media communication techniques to foster active inquiry, collaboration, and interaction in integrated arts lessons.
  3. Recognize the variety of ways the arts communicate ideas linguistically, spatially, kinesthetically and musically.
Principle #7: PLANNING INSTRUCTION--The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  1. Write lesson plan objectives that include a two-prong focus, one for the learning about, through and in the arts and one related to facts, concepts and generalizations appropriate for social studies, science, math and language arts.
  2. Adapt learning plans to needs of individuals and groups.
  3. Develop lesson plans that integrate the arts with a specific topic in social studies, science, math and/or language arts.
  4. Create a unit theme that connects a series of integrated arts lessons.
  5. Create integrated lesson plans for various teaching methods and  strategies of teaching  the expressive arts.  (Side-coaching, inquiry, discovery, lecture, storytelling, story dramatization, pantomime, computer-assisted instruction, etc.)
  6. Co-teach peers arts energizers, and arts strategies.
  7. Design and team teach elementary students in developmentally appropriate, sequential, National Arts Standards- based  integrated arts lessons for development of problem solving, creative and critical thinking skills.
  8. Observe and interact with elementary students to recognize their individual strengths and preferences and use this information to encourage and facilitate each student’s learning with, in and through the arts.
Principle #8: ASSESSMENT--The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
  1. Recognize the relationship between teaching and assessment. 
  2. Design appropriate formative and summative evaluation instruments for teaching integrated arts lessons.
  3. Identify and utilize a variety of authentic arts assessment tools in evaluating learning experiences.
  4. Create student portfolios which document evidence of student learning in the arts and with integrated subjects.
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  1. Identify a multiple intelligences personal profile of strengths and areas for improvement; and discuss how this knowledge may impact their teaching in a classroom. 
  2. Identify implications of the multiple intelligence theory and ways in which it may impact elementary curriculum, instruction and assessment.
  3. Ask meaningful questions to guide personal learning in the area of the arts and relate those questions to teaching in a classroom.
  4. Do research to find information and resources for development of lessons that integrate the arts.
  5. Write reflections of student learning and team instruction; and propose solutions for lesson improvement.
  6.  Learn by listening to and observing others.
  7. Motivate others to learn about the arts and to incorporate the arts as a learning tool.
  8. Appreciate the arts as process and product, and recognize both are essential for effective arts integration.
  9. Recognize art works can be interpreted in many ways and are open to a variety of viewpoints.
  10. Participate in discussions and a variety of hands-on arts activities.
Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
  1. Be aware of the arts agencies, museums and centers in the local community and how these agencies may be used as resources for integrated arts activities and lessons.
  2. Appreciate how the school and community offer a variety of resources to enrich and support arts programs and collaborate with others to use these resources to promote arts learning for students.
  3. Utilize the National Standards for the Arts as curriculum guides and when writing lesson objectives.
  4. Participate in team teaching of arts strategies, energizers and lessons.
  5. Seek feedback regarding effectiveness of their instructional choices and practices to improve their integration of the arts.
  6. Develop a Student Portfolio to include a letter to parents/guardians summarizing the lessons’objectives and activities, as well as, the student’s work
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer and other high and low technology into classroom teaching activities, assessment and/or documentation.
  1. Identify ways of appropriately integrating technology in integrated arts activities.
  2. Develop arts experiences where appropriate integration of technology enhances learning.
  3. Use word processing, authoring, and presentation programs to teach integrated arts lessons
  4. Support ethical use of media.
  5. Use the Internet for developing lessons that integrate the arts with social studies, science, math and language arts.