Congratulations to the Arts Integration Endorsement 2018-2020 participants!

by Heather Francis, BYU ARTS Partnership

Last week, sixty-six elementary school teachers completed the BYU ARTS Partnership’s Arts Integration Endorsement Course. The two-year program provides training in the arts, aesthetics, arts education, and arts integration. Participants expressed pride, joy, and accomplishment as they shared their personal journey in the arts. Excerpts from homework assignments and final sessions (held via Zoom) demonstrate how deepening their experience with the arts changed these teachers’ perspectives and level of engagement, as well as inspired a creative approach to teaching.

 

“The arts were an absolutely refreshing break from the regurgitated methods of other professional development programs. Because of what I learned in the course, I gained a completely new perspective of my students. My teaching struggled as I followed school-mandated programs. Applying the arts lessons and practices in the classroom gave me a new toolbox and mindset that filled the years-long gaps in my teaching. –Brandon Parks

“I felt rejuvenated as I came to class each week. As I applied my learning, I quickly discovered that by adding a little of the arts to my classroom, my students and I were more excited to be there. I enjoyed teaching more and they enjoyed learning more.” –Vanessa Black

Self-Study and Teacher Research

During the last semester, the culminating activity of the course is a self-study project. Self-study is a systematic form of research that allows teachers to deeply examine their own teaching practice. Looking closely at the strategies they use in the classroom helps teachers gain a deeper understanding of daily teaching habits, encourages self-advocacy and develops better teaching. Completing the course and engaging in the process of self-evaluation transforms classroom teachers into more fully-developed, professional educators with an arts-integration endorsement attached to their teaching license.

Below are summaries of a few of the self-studies conducted by the participants of the 2018-2020 Arts Integration Endorsement Course. As you join the journey of these educators by reading the results of their learning, we hope you feel the transformative power of the arts and notice how arts learning deeply impacted their personal lives, classroom perspectives, and professional experience. Find more inspiration for integrating the arts in the links throughout the post!

Tami Anderson

First Grade, Rock Canyon Elementary School, Provo City School District

Tami Anderson used video, observation, lesson plans, written reflections, and field notes of conversations with her critical friend to answer her self-study question: “What do I know about pantomime and tableau to engage students during vocabulary instruction?” She synthesized her learning to five points:

1. Learning how to pantomime is difficult for first graders, but not impossible. Over time and with practice they get very good at it.
2. My critical friend suggested making all the words visible to the students during the pantomime performances.
3. Observably, one hundred percent of my students were absorbed and excited to use the dramatic arts to express comprehension AND engagement.
4. Comprehension and retention of the word meaning was doubled. Students started using the vocabulary words in their conversations and in their writing.
5. I heard students cheer and say, “Yay! It’s Tuesday! Time for pantomime!” There were students who asked me if it was time for vocabulary. 

Tami concluded her self-study with the following reflection: “This self-study held great relevance for me personally because I remembered how much fun it can be to teach hard things. I felt reinvigorated in my role as the students’ teacher. I realized that if I am not personally presenting an engaging lesson, then my students are not engaged either. This self-study was significantly relevant on a professional level, because I actually measured (through video, fieldnotes, and review) my improvement as an educator. I’ve added new tools to my professional collection. The self-study was a very beneficial experience and I’d do it again in the future.”

Find more drama integration ideas here.

Rita Lewis

Fourth Grade, Valley View Elementary, Alpine School District

Rita Lewis looked at incorporating the six art forms into her teaching practice for read-alouds. She questioned whether her students would show a measurable increase in literacy achievement. Collecting over a dozen artifacts used as formative assessments during the read-aloud, including video data, student reflections, student journal entries, class and one-on-one interviews, and student surveys, as well as her note-taking, reflections, and a single summative assessment (computer-based comprehension and vocabulary quiz), she discovered the following results:

1. Incorporating the arts into my instruction taps into my students' abilities and different learning styles.
2. The arts opened up a whole new world of books to my students who read at different levels.
3. The different art forms allow students to make connections to the text and promote higher-level thinking and communication, in contrast to a direct read-aloud.
4. Collaboration, communication, citizenship, and creativity naturally surfaced in the class because the students were intrigued and vested in each of the art-infused activities. 

As she reflected on her self-study, Rita explains: “I found new excitement and engagement within myself as I taught. I went out on some uncomfortable limbs with dance and drama as a teacher, and I was surprised at the full involvement and buy-in from my students. I conquered my fears. The day of students sitting at their desks in quiet, orderly rows listening to the teacher giving direct instruction is a thing of the past. Today's students must be allowed to develop creativity by using communication and collaboration skills during learning. By embedding the arts and the six C’s, teachers can help students succeed on a much deeper level. This study created the intended outcome, but more importantly, my personal growth as a teacher, how I teach, and a newfound love for teaching far exceeded my most significant expectations.”

Renee Jackson

Academic Support Special Education Teacher, South Jordan Elementary, Jordan School District

Renee Jackson explored the way she taught special-needs students the movements of the Brain Dance. After reading several articles about the importance of movement as a part of learning, she became convinced that mastering the brain dance was essential for her students, because of the crucial connections the dance creates in the brain. Renee took video of her practice teaching the Brain Dance, consulted her critical friend, and recorded personal reflections of her practice. Results of her study included recognition of effective teaching practices that improved engagement, including hand-over-hand assistance and personal invitations. As she worked through the self-study project, Renee noticed students voluntarily becoming more involved and showing more effort without any prompting. 

Renee concluded her self-study project with the following reflection: “During the three weeks of data collection, I watched videos of my teaching. Over time, I noticed changes in my teaching and how my kids responded to what they were being asked to do. For me, the most personally rewarding element was how my kids responded to me and to the dance. Students’ behavior transformed from very passive and non-responsive into high levels of engagement and excitement. In turn, their energy inspired me to try new things and helped me remember that teaching is still what I love to do, despite the challenges. Even as I write this, that recognition and resolve is strengthened in my heart."

Learn more about dance integration, and click here to discover even more ways to implement the arts in your class! 

Apply for the Arts Integration Endorsement Program

If you are interested in participating in this program, the CITES office at BYU is accepting applications for the 2020-2022 cohort. Space is limited. Participants gain basic skills in six art forms as well as strategies to integrate the arts across the curriculum. The endorsement will be posted on the USBE teaching license. This is a blended learning course with online and in-person components.

The course is funded by the Beverley Taylor Sorenson BYU ARTS Partnership. Participants are responsible to pay for the BYU credit which is forty-three dollars per credit for twelve credits, and credits for elective courses, which vary.

Click here to see the 16-credit course schedule and to apply on eventbrite.com.  Questions? Email us at artspartnership@byu.edu. 

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Fine Arts Discovery Series Inspires Future Teachers

Future educators are attending art events at BYU while learning how to connect the arts to their future classroom. As part of the Arts Partnership, the Fine Arts Discovery Series is held to inspire BYU elementary education majors to include the arts in their own lives as well as in the lives of their students. Pre-event lectures encourage teachers to bring their future students to live performances and professional exhibits and also provide ideas on integrating the arts into the classroom. Each discussion is led by a BYU professor or specialist with expertise in a specific art form. This semester, we sponsored three events, each described below.

In addition to the Fine Arts Discovery Series events, the BYU Museum of Art provides tours for school groups, and the BYU Performing Arts Series has selected several performances for school groups to attend. BYU student performing groups Kinnect and Young Company also provide school outreach performances and residencies in schools. Grants are available for busing students to campus. For more information on how to participate, contact artspartnership@byu.edu

Here is a recap of the Fine Arts Discovery Series for Fall 2014:

CUT! COSTUME AND THE CINEMA
September 17, 2014

Over 50 students attended the tour of the Museum of Art's exhibit "Cut! Costume and the Cinema" with Lynda Palma as our guide. The exhibit consisted of incredible costumes from well-known films such as Pirates of the Caribbean, The Duchess, and The Phantom of the Opera. Details about the craftsmanship of the clothing, history of the time, and the purpose of costuming in a production inspired and informed participants. After the tour, education majors participated in a discussion about the art they were viewing and how a museum tour can be made relevant for children. Many shared their gratitude for the experience.

Lynda Palma, museum educator, began the tour by talking about Johnny Depp's costume in Pirates of The Caribbean for his role as Captain Jack Sparrow.   

A goal of the Fine Arts Discovery program is to bring students together to discuss arts in education.  

THE FISHERMAN AND HIS WIFE
October 8, 2014

Next, we attended the performance of The Fisherman and His Wife performed by BYU's Young Company. The play was an adaptation of the tale from the Brothers Grimm. We were privileged to hear from Teresa Love and learned many great ways to improve learning with drama in the classroom. Included in this presentation was a description of the type of theater appropriate for elementary students, websites about theater in education, and local performance venues geared towards children. After the discussion we enjoyed the performance of The Fisherman and His Wife and, as the audience, were able to participate with sounds and movement. Arms became the waves of the ocean, and our breath became the wind on the sea. The audience, especially the children, were captivated and education majors enjoyed seeing how accessible theatre can be, even to young children.

Cast of The Fisherman and His Wife.

The Fisherman decides to save the fish, but doesn't know what he is getting himself into.  

The Fisherman consults with the Flounder and his trusty assistant about the three wishes he is granted.  

SELECTIONS FROM THE MARRIAGE OF FIGARO
October 25, 2014

Our last event of this fall featured a discussion with Susan Kenney, a former professor of music education at BYU, and then a performance from the Beverly Taylor Sorenson Concert Series titled "Let's Make Opera: Selections from The Marriage of Figaro." Susan Kenney taught the different elements in an opera production: the orchestra, singers, set, story, and audience. We created our own instruments and performed our own rendition of a scene from The Marriage of Figaro with Susan as our director. After Susan's wonderful presentation, we headed to the de Jong Concert Hall to experience the opera and symphony specially arranged for children. The performance featured a few songs such as "The Overture," where a child volunteer was asked to conduct the orchestra. During "Porgi, amor, qualche ristoro," "Voi che sapete che cosa è amor," and "Venite, ingicocchiatevi," three children from the audience were invited to re-enact the scene. The parents in attendance laughed as the cast provided the opportunities for their children to be involved in the performance.

Susan Kenney gave the account of the story of The Marriage of Figaro before we acted out one of the scenes.  

One of the characters telling secrets to the Count that could change the future of all the characters' lives.  

Susan is demonstrating how accessible it is to make your own instruments with just a few items. A straw can become a double reed instrument in this demonstration.  

The audience invited three volunteers to recreate a scene the cast had just performed. The boy did not find it quite as funny as the audience did when he put on a dress and marched around the stage.  

We had a great semester of learning many new ways to integrate the arts into our future classrooms. We look forward to hosting our winter 2015 events and hope teachers will provide opportunities for students to experience exceptional arts events.

If you participated in any of these events this semester, please share with us something you learned by commenting below!

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Arts Express Summer Conference Improves Instructional Practices

Participants who attended the Arts Express Conference on June 10 and 11 are now implementing what they learned in their classrooms. The experiences, collected from implementation reports, indicate great success when integrating the arts into current classroom practices. Below are excerpts from the implementation reports explaining what has been done.

The Power of Play 

        "Our opening speaker, Michael Bahr, was entertaining and motivating. . . . I feel his message on the power of play is important to all those who teach and care for children. . . . I believe that the power of play has also made such a difference this year as I have gone into each classroom. I have begun each class this year with a connecting name/motion game that has helped me come to know my students and vice versa. After our name activity, we went right into a dancing game that the children have loved. I have seen the joy on the faces of the students as they explore creative ways to move. Beginning the year by playing with the children has created a foundation of joy and trust. The children are happy and excited to have me come to class. When they see me come, they know that they will be moving and learning in creative and fun ways." 

                                                         Miriam Bowen, Nebo School District, UT 

A New Vision 

        "[One] way I am implementing strategies I learned about at Arts Express is by collaborating and co-planning not only with my classes' teachers, but also with the other arts teachers in the school! We have some great visual art and music programs and I came away from the conference with an exciting vision of taking our three arts and integrating units across the board. I came back and arranged meetings with the other art teachers (which now happen monthly) and we discussed some cool plans for the year." 

                                                   Chelsea Alley, Provo City School District, UT

A More Unified Class

         "The games are a wonderful way to introduce teamwork and create a cohesive community within the classroom. These activities allow the teacher to constantly assess the makeup of the class, get to know the personalities of students, and help students work together in a variety of groupings. It also helps students see their teacher in a different role--one of a fellow learner, and that being an adult can still mean you can be playful and creative.  

         "I have found that this year is off to a smoother start than previous years because the students are willing to work with a variety of partners and groups. They are also looking out for each other and finding ways to include all class members in a wide variety of tasks. I attribute some of this to our early days of play." 

                                        Jennifer Heldenbrand, Provo City School District, UT 

Seeing Them Shine 

        "My favorite part of the new strategies I have applied, especially in theater, music, and dance content, is the exposure to sides of my students personalities that shine when they feel more productive from being involved. I have also found by integrating the arts more that my students are more focused and motivated with their schoolwork. My students self-confidence and self-esteem have sky rocketed as well. My students even ask for more related opportunities because of the fun they have through their interactions." 

                                                       Colleen Jardine, Jordan School District, UT

Creating the Spark 

        "Because my focus is on professional development for teachers, my goal is to teach them how to integrate arts with their students by modeling some lessons and helping them write integrated lessons. Many of the ideas shared in the conference have and will continue to be discussed and used. The concept of how one spark can make a difference that was shared by the keynote speaker really hit home. If I can get a few teachers really excited about the arts and integrate it into their classroom, it will affect all the teachers in the school, and they will start to want to use it more because of the benefits the arts make. That also is the hardest part of my job—making the art of dance do-able so that they will do it with their individual classes. The students love it, and as soon as the teacher sees how well the students respond, retain, and enjoy learning the new standards and objectives in both the core and the arts, it sells itself."

                                           Holly Margraf-Mayne, Nebo School District, UT 

Thank you to everyone who sent in these wonderful experiences and ideas. We enjoyed reading the success stories demonstrating the impact of what you learned at Arts Express on your students' learning.

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Arts Bridge 2014-15 Kickoff

An additional 700 students are now receiving instruction in the arts!

Arts Bridge is a program that aims to provide more arts instruction to children in schools by pairing grade-school teachers with BYU students involved in the arts. These teachers and the BYU students work together to teach arts-integrated lessons to children in the classroom. BYU students in dance, drama, music, or visual arts, called Arts Scholars, visit classrooms weekly over the semester. Last year's Arts Leadership Academy graduates are invited to participate in this year's Arts Bridge experience.  BYU faculty members mentor and supervise the Arts Scholars to ensure quality experiences for the grade-school students.   

The BYU ARTS Partnership kicked off this year's Arts Bridge Program on October 9 when 24 teachers, 20 Art Scholars, and 12 BYU mentors met to discuss the desired learning outcomes for the students and plan arts integrated lessons.

At this training meeting, all parties were invited to meet together to receive instruction and collaborate on lesson plans that address the Utah Core Standards in a particular subject selected by the teacher, as well as integrate the Arts Core Standards, to produce creative inspiring lessons. 

Arts Scholars will create and post on a blog to document their lessons and experiences. Blogs from past years and new blogs from this year can be found on our website.

What our participants are saying:

"Art has always been a passion of mine; I love to work with a variety of art forms myself, but in addition to my own art exploration, teaching art has always been a driving force for me. I love children and the awesome ideas that Arts Bridge encompasses, allowing art to become a vital part of education." 

-Sunny Leavitt, first grade visual arts scholar at Mt. Loafer Elementary

"Arts Bridge is an important and meaningful experience for our students—specifically our dance education students. It provides a unique opportunity for future dance specialists to engage in authentic collaboration with an established elementary classroom teacher. This program replicates the experience students will have as elementary dance specialists. This hands-on, real-world exposure to education is invaluable."

-Kori Wakamatsu, BYU dance mentor

"I enjoy participating in the Arts Bridge program. The Arts Bridge program is important to me because I think children spend too much time sitting in their desks working on worksheets or packets. Someone once said to me, 'You don't grow dendrites working on packets.' I believe this to be true. With the increased pressure of testing and scores, it is more important than ever to integrate the arts in our teaching." 

-Lori Ackley, first grade teacher at Foothills Elementary School

To learn more about Arts Bridge or other programs and conferences available through the BYU ARTS Partnership, please visit our website: http://education.byu.edu/arts 

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Arts Express: What You Did and What You Said!

Pictures & quotes from the 2014 Summer Conference 

Thank you for your feedback! Here are just some of the things you said. In addition, we captured art making, music making, dancing, and drama as you increased your ability to integrate the arts into education. We loved what we saw and wanted to share!

“Arts should be a daily experience!”

–North Elementary, Iron District

[Teachers participate in Diane Asay's "Making Art for the Fun of It!" class]

“The presenters are always amazing!"

–Jordan School District

[Dancing around the gym with Linda Gold as Paul Nance helps integrate science concepts]

“I loved the strategies using the arts that will
reinforce the concepts students are learning.”

–Discovery Elementary, Uintah School District

“I love the hands-on classes! Make and take
format gave me an example so I could implement.”

– ARTS Express Participant

[Paul Nance instructing on forces in our environment]

“I loved every session I attended. All the
presenters were great. All topics discussed were
very relevant to me and things I wanted to get
more ideas for ways to teach.” 

–Pahvant Elementary, Sevier School District

“No matter how many years we teach there is
always something new to  learn and use in your
teaching. Awesome lessons!” 

– Eastlake Elementary, Jordan School District

[Teachers try their hands at lessons they will later be able to use in their classroom]

“It is vital to send teachers to this conference.”

– Silver Crest Elementary, Jordan School District

[Riverton High School art teacher Robyn Harris demonstrates her portraiture skills to groups of passing participants. Many stopped to look at the resident artists and listen to wonderful musicians]

“This is the most inspirational program. Every teacher should go next year!”

–Navigator Pointe Academy

[Keynote Speaker Michael Bahr taught a drama class on "Harnessing the Natural Power of Play" through an integrated curriculum which had all the teachers on their feet having fun]

“It is worth it. New, fun ideas and concepts 
that are simple but have potential for 

lots of fun and big impact on learning the 

curriculum in the classroom.”

–Jordan School District

[Music master Sylvia Munsen leads the participants in rhythm exercise] 

“New ideas of introducing creativity back in the classroom.”

 –Canyon Crest Elementary, Provo City School District

“All teachers should go!”

–ARTS Express Participant

[Displaying self portrait from a class that combined drama and art. The teachers acted out facets of their personality and then drew with that emotion. This teacher felt shy and introverted]

“This helped me to realize the importance of 
‘STEAM’ in education. Children need to move.” 

–Rosecrest Elementary, Granite School District

“Every presenter got us up and moving. They were passionate about 
what they were teaching as well as very knowledgeable."

–Salem Elementary, Nebo School District

[The CityJazz band came to entertain us after our first day's classes]

“Thank you for letting me go to this. It always helps my self-esteem and therefore makes a better teacher of me. I am an arts advocate!” 

– South Jordan Elementary, Jordan School District

[Teaching music with a twist: Crystal Melander and Courtney Johnson combined their knowledge to prepare this fun "Mathematics in Motion" lesson]

“Thank you for providing me with this opportunity 

to sharpen my own saw and rejuvenate my teaching.”

– Terra Linda Elementary, Jordan School District

[Energetic teachers beat out the numbers of equations on yoga balls to integrate the sensory stimulus of music with their mastery of math]

“Every teacher from our school that has attended
has been given many ideas and tools to improve
teaching. Each has been truly enriched. I want my
principal to attend next year.”

–Nebo School District

[Cally Flox, director of the ARTS Partnership, introduces the Informance Show. This reviewed the last day of classes and gave participants a chance to show one another what they had learned] 

“The arts move and expand all the 
minds big or small.”

–Backman Elementary, Salt Lake School District

[Ukranian decorated eggs by Ingrid Hersman. She shared her skills as she taught many teachers this art form]

“Every teacher NEEDS this experience.”

–Eastlake Elementary, Jordan School District

[Teachers dance at the Informance, integrating science principles of water movement]

“Arts Express is a great tool to teach teachers how to integrate the arts in their classroom.”

– Eaglecrest Elementary, Alpine School District

[Informance musical performance with handmade trumpets]

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2013-14 Year in Review: Arts Leadership Academy

Brigham Young University's Arts Leadership Academy convenes for 10 days each school year to help elementary school teachers build basic skills in dance, drama, media arts, music, and visual arts. 

Participants gain the ability to bring the arts into their classrooms and provide students with arts experiences as well as deepen learning through arts integration, thus integrating the arts into all curriculum content areas. 

Enjoy these pictures of our 2013–2014 class, presenters, and performers!

Scott Flox helps teachers with their still life backgrounds.

Cindy Clark shares thoughts and evaluations
of works of art at the Kimball Art Center in Park City.

Finished line drawings

Participants have fun together as they act out scenes with emotion!

Teachers peer-discuss ideas found in their textbook,
Creating Meaning Through Literature and the Arts, by Claudia E. Cornett.

Academy participants walk around the BYU Harris Fine Arts Center Gallery featuring the art of
Ying Wang, a BYU visiting professor and Arts Leadership Academy participant.

Observing and appreciating Ying Wang's
mono printmaking, inspired by the dress and customs of Chinese women.

"These dresses and adornments from a past era carry the unique oriental beauty of Chinese women. Not only is their elegant beauty praised even today, but also their talent, temperament, bravery, virtue, and their spirit of selfless sacrifice."

-Ying Wang, Chinese Printmaking Artist

Fun with drums: teachers participate in music making. 

Activity in visual literacy: looking through works of art on postcards to compare and contrast images and discuss implied or explicit meaning.

Marilyn Berrett, chair of BYU Dance Department and founder of Kinnect,
shares strategies for teachers to engage students in dance.

Teachers gather around a visual image to discuss and critique.

Feeling "the love" and laughter in Arts Academy, teachers have fun in a drama game

Boom ba boom pop pop ba boom. Participants drum to the beats in a 30-person band.

David Dynak from Westminster College inspires teachers with process drama.

Sample of student art work shared by an Arts Leadership Academy teacher.

BYU's Kinnect dance company members demonstrate an airplane takeoff during a spectacular performance in Park City. Kinnect provides residencies in schools with dance performances and workshops that integrate content across the curriculum.

Mike shows off his fabulous drawing skills.
Now he can teach what he practiced to his class! 

Beautiful pastel portrait by Jayme

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