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Table of Contents
Integrated Instructional Design
Virtual Artist Name Classroom Teacher Name Instruction Title Time Period Required School Arts Subject/grade (e.g. 2nd grade music) Connections or integration with other subjects. Standards Addressed
Instruction Title
Time Period Required
School
Arts Subject/grade (e.g. 2nd grade music)
Connections or integration with other subjects.
Standards Addressed
Describe the unique, memorable and significant features of this integrated instruction that distinguish it from other "integrated lessons" that currently appear on the Internet.
Unlike many so-called "Integrated lessons" that one can find on the Internet, this program turns the computer into a complete teaching machine! Using principles of programmed instruction first published by B.F. Skinner and others in the early and mid-twentieth century linear, branching and gated techniques are used. This program provides the student with the ability to move at one’s own pace. The interactive nature of the activities allows the individual to be in total control. Interactive feedback is given after every prompt so that you learn by doing. The program even provides help when it is needed. A person can work in a relaxed manner without pressure or embarrassment. Every essential topic is explained. There is no need to seek additional reference books. The program is based upon solid learning principles founded in educational research and empirical testing. Effective learning begins with a compelling and intelligible problem and problem solving is implicit in interactive software. Active participation promotes effective learning. Watching videos or hearing performances requires very little involvement. Interactive software only works where there is active involvement. If one loses concentration or becomes distracted the computer will wait until you return.Learning may transfer if generalization takes place. Each concept is reinforced through blending instruction through various subject areas to provide various contexts for the content. This widens understanding and promotes retention of content. Effective learning requires a high degree of motivation by the learner. Interactive software is known to be fun and thus provides a strong stimulus to use it. As the learner investigates and searches for information, answers and activities one is actively challenged and involved. This increases motivation. When success is achieved it enhances one’s self esteem. Learning is highly individualized and using this kind of software on an individual basis provides opportunitiesfor learning that go far beyond the classroom. The ability to access various parts of this program at any time, in any order and on one’s own will stimulate the learner to investigate the program as it suits the interests and learning style of the individual.
Connections between standards and objectives
Standard Statement: (To what standard or goal will you teach?) Content Indicators: (What will students know?) What are the key ideas, topics, skills, and/or major themes that are essential for the students to know? Process Indicators: (What will students do?) Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: 9.1.3A. Know and use the elements and principles of each art form to create works in the arts and humanities. C. Recognize and use fundamental vocabulary within each of the arts forms. D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. F. Identify works of others through a performance or exhibition 9.2.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards. A. Explain the historical, cultural and social context of an individual work in the arts. B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Postmodern, Contemporary, Futuristic, others). D. Analyze a work of art from its historical and cultural perspective. E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas) F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theater). L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners). 9.3.3Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: A. Recognize critical processes used in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses, Evaluate/form judgments B. Know that works in the arts can be described by using the arts elements, principles and concepts (e.g., useof color, shape and pattern in Mondrian's Broadway Boogie-woogie; use of dynamics, tempo, texture in Ravel's Bolero). C. Know classification skills with materials and processes used to create works in the arts (e.g., sorting and matching textiles, musical chants, television comedies). D. Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response. E. Recognize and identify types of critical analysis in the arts and humanities .Contextual criticism . Formal criticism .Intuitive criticism F. Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and Hawaiian quilts, Navaho weavings and Kente cloth from West Africa). 9.4.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., "Can artworks that depict or are about ugly or unpleasant things ever be beautiful?"). B. Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month). C. Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio) D. Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities (e.g., artist's interpretation through the use of classical ballet of the American West Agnes De Mille's Rodeo). 8.1.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... 8.1.3B. Develop an understanding of historical sources. 8.1.3C. Understand fundamentals of historical interpretation. 2.1.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: 2.1.3A. Count using whole numbers (to 10,000) and by 2's, 3's, 5's, 10's, 25's and 100's. 2.3.3C. Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols. C. Determine and compare elapsed times. Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: 1.1.3 B. Preview the text formats (e.g., title, headings, chapters and table of contents). 1.1.3F. Understand the meaning of and use correctly new vocabulary learned in various subject areas. 1.1.3G. Demonstrate after reading understanding and interpretation of both fictionand nonfiction text. Retell or summarize the major ideas, themes or procedures of the text. Connect the new information or ideas in the text to known information. Clarify ideas and understandings through rereading Civics and Government Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 5.3.3E. Identify positions of authority at school and in local, state and national governments. Aspects of: Visual art techniques e.g.. impasto and glazing Sociocultural influences on the arts Historical style/time periods Expressionism Portraiture Music notation Triple meter Conducting patterns instrument families Governments Change of power and Elections Perceiving by hearing, seeing, and/or reading and responding Interpreting: 1. objective (e.g. reading charts, conducting patterns and musical notation) 2. subjective (hearing or seeing and responding through personalization and internalization). Analyzing Perceiving and describing, labeling Performing moving conducting Creating Evaluating determining Sequencing chronological order Estimating Charting While many subject content areas and standards categories may be touched upon. Only those that are assessed can be considered "official" for the purposes of integrated planned instruction.
(To what standard or goal will you teach?)
(What will students know?)
What are the key ideas, topics, skills, and/or major themes that are essential for the students to know?
(What will students do?)
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: 9.1.3A. Know and use the elements and principles of each art form to create works in the arts and humanities. C. Recognize and use fundamental vocabulary within each of the arts forms. D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. F. Identify works of others through a performance or exhibition 9.2.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards. A. Explain the historical, cultural and social context of an individual work in the arts. B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Postmodern, Contemporary, Futuristic, others). D. Analyze a work of art from its historical and cultural perspective. E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas) F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theater). L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners). 9.3.3Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: A. Recognize critical processes used in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses, Evaluate/form judgments B. Know that works in the arts can be described by using the arts elements, principles and concepts (e.g., useof color, shape and pattern in Mondrian's Broadway Boogie-woogie; use of dynamics, tempo, texture in Ravel's Bolero). C. Know classification skills with materials and processes used to create works in the arts (e.g., sorting and matching textiles, musical chants, television comedies). D. Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response. E. Recognize and identify types of critical analysis in the arts and humanities .Contextual criticism . Formal criticism .Intuitive criticism F. Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and Hawaiian quilts, Navaho weavings and Kente cloth from West Africa). 9.4.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., "Can artworks that depict or are about ugly or unpleasant things ever be beautiful?"). B. Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month). C. Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio) D. Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities (e.g., artist's interpretation through the use of classical ballet of the American West Agnes De Mille's Rodeo). 8.1.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to... 8.1.3B. Develop an understanding of historical sources. 8.1.3C. Understand fundamentals of historical interpretation. 2.1.3 Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: 2.1.3A. Count using whole numbers (to 10,000) and by 2's, 3's, 5's, 10's, 25's and 100's. 2.3.3C. Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols. C. Determine and compare elapsed times. Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: 1.1.3 B. Preview the text formats (e.g., title, headings, chapters and table of contents). 1.1.3F. Understand the meaning of and use correctly new vocabulary learned in various subject areas. 1.1.3G. Demonstrate after reading understanding and interpretation of both fictionand nonfiction text. Retell or summarize the major ideas, themes or procedures of the text. Connect the new information or ideas in the text to known information. Clarify ideas and understandings through rereading Civics and Government Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 5.3.3E. Identify positions of authority at school and in local, state and national governments.
Aspects of: Visual art techniques e.g.. impasto and glazing Sociocultural influences on the arts Historical style/time periods Expressionism Portraiture Music notation Triple meter Conducting patterns instrument families Governments Change of power and Elections
Perceiving by hearing, seeing, and/or reading and responding Interpreting: 1. objective (e.g. reading charts, conducting patterns and musical notation) 2. subjective (hearing or seeing and responding through personalization and internalization). Analyzing Perceiving and describing, labeling Performing moving conducting Creating Evaluating determining Sequencing chronological order Estimating Charting
How will students demonstrate or provide evidence that they understand the essential knowledge and have the essential skills? What models or exemplars will be provided?
Selected Response ...Constructed Response ...Authentic Performance Tasks ...Reflection
A. Complete 10 selected response items (Click the links above to see the actual items.) B. Complete a set of constructed response items. On a separate paper(s) answer these constructed response tasks. 1. Write a paragraph. Discuss why and how an expressionist portrait is different than a portrait from an earlier artist. 2. Write a short paragraph in which you discuss the basic geometric shapes that are in "The Old King" and the basic geometric shape used to conduct triple meter in music. 3. Write a short paragraph about the problems ruler's face, how power changes in some governments and how power changes hands in the United States. 4. Discuss historical time periods and the time period when when Rauault lived. C. Complete three authentic performance task items Authentic Performance Task 1 Create a portrait of your own in the style known as expressionism. Authentic Performance Task 2 Demonstrate your conducting abilities. Do this for your teacher, or video record your demonstration. Authentic Performance Task 3 Develop a process and solve a mathematical problem involving how much music to write in order to fill a certain amount of time The final part of this assessment is called "reflections". Throughout this assessment you were asked to do several tasks. In this part of the assessment you are to reflect upon your work. Select one of these tasks and discuss your work. Your discussion should include all of these: Here are the tasks from which to choose. Pick ONE of these to talk about. 1. The portrait you created in expressionist style 2. The conducting you performed in triplemeter. 3. The problem about figuring out how many measures of music to write. Assessment 2
How will you check for and document understanding (or assess) during and at the end of the instruction?
assessment rubrics
Holistic assessment rubrics are provided at the end of each formative assessment as well as in conjunction with each summative assessment task. Rubrics can be seen by clicking on the link above titled "assessment rubrics".
Benchmarks or Objectives:
(What should students be able to do at the end that they can not do now)
Make a chart or table or graph to show the actual measurements compared to original estimation of lengths of performance times of selected musical examples. Identify aspects of music notation including location of title, location of instrumental resources, brace, treble and bass clefs and meter signature. Describe basic geometric shapes in conducting triple meter. Conduct triple meter. Identify historical/style periods in art/music history. Discuss why and how an expressionist portrait is different than a portrait from an earlier artist. Discuss the basic geometric shapes that are in "The Old King" and the basic geometric shape used to conduct triple meter in music. Write a short paragraph about the problems ruler's face, how power changes in some governments and how power changes hands in the United States. Discuss historical time periods and the time period when when Rauault lived.
Performance Expectations for Students:
(How will you know and prove that they can do at the end that they can not do now).
Students will: 1. Create a new and original visual work of art that exhibits specified style characteristics. 2. Conduct metric patterns according to a standard pattern used by an orchestra conductor. 3. Discuss The role(s) of authority figure and their responsibilities. 4. Discuss how power changes and how elections serve this function. 5. Estimate and calculate temporal parameters in connection with a specific task problem.
Step 3: Instructional Strategies and Activities
1. Outline of procedures and activities in order of use:
What will students do first, second, third, etc.
After launching the program: 1. Students click on the "Students enter here" prompt. 2. Students read the prompts for each frame in sequence and respond according to instructions contained therein. 3. Students complete the formative assessments as they are encountered. 4. Students reflect and self-assess their work. 5. Students undertake and complete corrective loops and/or corrective activities if necessary. 6. Some students may complete the optional extensions. 7. Students complete the summative assessment tasks; 10 selected response tasks, constructed response tasks, three authentic performance tasks and a reflection task.
2. Strategies and techniques for students with special learning needs:
extra time given to complete tests and activities
tests given in special classrooms
test formats will be modified as needed
word banks will be provided as needed
points will not be deducted for spelling and/or handwriting
written and reading assignments will be modified to accommodate student's disability
special seating will be provided
assignments will be given orally and displayed visually
Extra time given to complete tests and activities. Written and reading assignments will be modified to accommodate student's disability. This may include assistance from an aide or a peer.
Be specific and name texts, URL's etc. Apply MLA citation protocols to all citations. These can be seen at
http://memory.loc.gov/ammem/ndlpedu/start/cite/index.html
Here is an on-line form that will generate the citation after you provide the information.
http://www.easybib.com/
Click here to go to the resource section of the Teacher's Arts Network
For an individualized setting each student needs: Computer system equipped with high speed Internet access with permissions to play all audio file formats. This computer should be able to play audio files with excellent audio fidelity preferably through earphones. One system per student. (n.b. all students do not necessarily have to do this planned instruction at the same time.) Paper Pencil or pen Art supplies including paint, glaze, canvas, brushes, gesso (or equivalent). For a group setting : A minimum of one computer, connected to a projector plus a screen and high speed Internet connection . This computer should be able to play audio files with excellent audio fidelity preferably through a high quality speaker system. Paper Pencil or pen Art supplies including paint, glaze, canvas, brushes, gesso (or equivalent).
