210-123 Expressive Arts in the
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.
- 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.)
- Be able to define the
- Recognize the
interrelationships among drama, art, dance and music.
- 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
- Understand and
articulate the multiple intelligence theory as it relates to learning
styles and artistic domains for creative problem solving.
- Define each of the
multiple intelligences and identify their use in arts activities.
- Understand and utilize an
integrated arts lesson design.
- 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.
- Understand the
application of the multiple intelligence theory to teaching integrated
- Design integrated lesson
plans, learning materials and opportunities that match intellectual,
social, affective and psychomotor needs of students.
- Recognize the arts can
be a motivational tool that contributes in unique ways to a positive
learning environment with active engagement and audience appreciation.
- 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.
- Create culturally
appropriate learning materials for integrated arts lessons.
- Create learning
materials which assist the educationally challenged, the gifted learners
and accommodate a variety of learning styles.
- Articulate and
incorporate the multiple intelligence theory in energizers, strategies and
integrated arts lessons for diverse learners.
- 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
- Create a variety of
appropriate arts activities and use a variety of methods.
- Match integrated arts activities
to selected learning objectives.
- Understand and use
various teaching methods and techniques in the expressive arts. (Side-coaching, inquiry, discovery, lecture,
storytelling, story dramatization, pantomime, computer-assisted
- 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.
- 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.
- 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.
- Integrate the use of
children's literature and other media materials into the classroom
- Use graphs, charts, and
pictures as teaching tools in constructing lessons.
- Utilize community
resources in developing learning sequences that integrate the arts.
- Gather a variety of
materials useful for teaching the arts, such as print materials, pictures,
journal articles, technology based materials.
- Organize big ideas and
materials in the arts.
- Construct meaningful arts
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.
- Orally share information
with others in the area of the arts.
- Use media communication
techniques to foster active inquiry, collaboration, and interaction in integrated
- 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.
- 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
- Adapt learning plans to
needs of individuals and groups.
- Develop lesson plans
that integrate the arts with a specific topic in social studies, science,
math and/or language arts.
- Create a unit theme that
connects a series of integrated arts lessons.
- 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.)
- Co-teach peers arts
energizers, and arts strategies.
- 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
- 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
- Recognize the
relationship between teaching and assessment.
- Design appropriate
formative and summative evaluation instruments for teaching integrated
- Identify and utilize a
variety of authentic arts assessment tools in evaluating learning
- 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
- Identify a multiple
intelligences personal profile of strengths and areas for improvement; and
discuss how this knowledge may impact their teaching in a classroom.
- Identify implications of
the multiple intelligence theory and ways in which it may impact
elementary curriculum, instruction and assessment.
- Ask meaningful questions
to guide personal learning in the area of the arts and relate those
questions to teaching in a classroom.
- Do research to find information
and resources for development of lessons that integrate the arts.
- Write reflections of
student learning and team instruction; and propose solutions for lesson
- Learn by listening to and observing
- Motivate others to learn
about the arts and to incorporate the arts as a learning tool.
- Appreciate the arts as
process and product, and recognize both are essential for effective arts
- Recognize art works can
be interpreted in many ways and are open to a variety of viewpoints.
- Participate in discussions and a variety of hands-on
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.
- 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
- 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.
- Utilize the National
Standards for the Arts as curriculum guides and when writing lesson
- Participate in team
teaching of arts strategies, energizers and lessons.
- Seek feedback regarding
effectiveness of their instructional choices and practices to improve
their integration of the arts.
- 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.
- Identify ways of
appropriately integrating technology in integrated arts activities.
- Develop arts experiences
where appropriate integration of technology enhances learning.
- Use word processing,
authoring, and presentation programs to teach integrated arts lessons
- Support ethical use of
- Use the Internet for
developing lessons that integrate the arts with social studies, science,
math and language arts.