EDCI 517

Integrating the Arts Across the Elementary Curriculum

Shannon Foster
Module 2 Literary Arts Integration
Week 4 Chapter 4 Integrating the Literary Arts Throughout the Curriculum
Learning Journal Module 2 Due October 7, 2017

Date/Reading Quote Response

Wednesday, Excessive television may even This may surprise some people, but I
September 27, 2017 cause brain atrophy and impair have seen this happen so many
ones ability to visualize: students times with students. Students who
Cornett, C.E. who watch one hour of television have their noses in books, use
(2015). Creative meaning per day scored on average 224 on imaginative or dramatic play, or
through literature and the the National Assessment of those who are given toys that help
arts: Arts integration for Educational Progress, but with six them create (think Legos or Lincoln
classroom teachers (Fifth or more hours scores fell to 196. Logs, etc.) are so much more likely to
Edition). Boston, MA: be engaged creative activities and
Pearson. (p. 146)
self-motivated to do something that
isnt TV (or videogames). I think it is
sad that today parents are not even
allowed to send their child to the
park without supervision without
having CPS come after them. I
remember riding my bike 2 to 3
miles one way to go play with a
friend, I had to phone home when I
got there or when I was planning to
leave, but I got to go by myself as
young as six or seven. My brothers
and I also went to the park by
ourselves at 3, 8, and 11 (and there
were two creeks running through
them, O-o-o-h! Doesnt that shout of
neglect? Sorry got on my soapbox again)
Check out this article
https://www.usatoday.com/story/ne
ws/nation/2015/04/13/parents-
investigated-letting-children-walk-
alone/25700823/
So what does this have to do with
television watching? What other
options do children have if parents
are working or are unable to attend
to them every time they want to go
outside to play? To cloister children
in the house begs them to watch TV
or play video games. We have an
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
Wednesday, In general, the process of
September 27, 2017 teaching literary concepts begins
with experiencing literature.
Cornett, C.E. When children hear stories and
(2015). Creative meaning poetry read aloud daily, as well as
through literature and the have daily time for independent
arts: Arts integration for reading, they come to enjoy and
classroom teachers (Fifth have opportunities to explore
Edition). Boston, MA: unique features of different
Pearson. genre. Thus ground work is laid
for explicit teaching of the inner
workings of the literary arts.
Conceived as whole-part-whole
instruction this motivational
learning sequence relies on oral
sharing of literature and
independent student exploration
of books and writing, after which
comes explicit teaching about
elements and traits. A return to
the whole happens as students
generate new literary works
and reread books, but now with a
more informed perspective.
(p. 182)
eleven-year-old son and because of
these types of news stories, we
bought him a Gizmo watch when he
turned nine so he could go about our
community of 400 without
supervision. It is a wristwatch phone
with restricted phone numbers; it
also has a GPS in it so we can see
where he is at any time.
Hmmm? How many more children
would be more creative, in better
shape, and more confident (not
scared of the world) if parents would
restrict their childrens TV
viewing/video gaming and be
allowed to send them outside for
more healthy stimulation?
As I read this chapter, I recognized
the concept of balanced literacy, as I
have just recently researched in
another class. The idea of whole-
part-whole is how balanced literacy
explained how teaching children to
read and write is most effective.
Beginning with the oral read-aloud,
to sharing thoughts and ideas, on to
guided instruction, then mini-
workshops, followed by independent
work, and finishing with sharing
again with the whole group,
balanced literacy and Integrating the
Literary Arts Throughout the
Curriculum go hand in hand. I'm not
sure if this is the case, but
Collaborative Planning seems to be
at work here, even at the university
level.
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
Thursday,
28 September 2017
Kriete, R., & Davis, C. (2016,
June 07). Morning Meeting
Archives. Retrieved from
Responsive Classroom:
https://www.msubonline.ne
t/d2l/le/content/440290/vie
wContent/3134364/View
Monday,
2 October 2017
Buel, D. (2014). Classroom
Strategies for interactive
learning, fourth edition.
Newark, DE: International
Reading Association
Responsive Classroom Morning
Meeting is an engaging way to
start each day, build a strong
sense of community, and set
children up for success socially
and academically. (unnumbered)
As you become engaged in the
story and emotionally attached to
the characters, you splice yourself
into the action. You indulge
yourself in the delicious
experience of living other
peoples lives vicariously, through
print.
(p. 173)
I like this concept of a Morning
Meeting. How often as students did
(or do) we feel that we have no idea
about what is going on for the day or
in a week. Even in school, teachers
often have team/teachers
meetings so that everyone is on the
same page and knows what
expectations are before going into a
season, quarter/semester, season,
month, or week. Setting children up
for success is no different; however,
they are still learning what it means
to be academically or socially
successful, teachers have it figured
out at this point hopefully. As I have
found out, if I have a question, it is
better to ask in a group or class
setting rather than individually,
because if I have a question,
someone else may have the same
question. Everyone wins with
another explanation. Teachers need
patience though, because with
students, there are always those
who require more guidance and
sometimes the general explanation
needs to be more direct.
How many times has a book drawn
me in that I actually become one of
the characters? How many times do I
have to regroup when coming out
of a book when something else calls
for my here and now attention?
How many times can I look at the
time and admonish myself to stop
reading and go to bed or allow
myself one more chapter just to
realize that its 4:00 AM? I cannot
tell you how many times that has
happened in my life (with the
unfortunate exception of text books
that is). Reading takes me places I
can never go (its history) or makes
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Integrating the Arts Across the Elementary Curriculum
Shannon Foster
my imagination imagine the
possibilities, the What if this could
happen? types of questions. Too
many times, I find myself awake in
the early morning hours with a full
day ahead of me, but I just cannot
seem to put the book down. I can
see, taste, feel, and smell the story
when I am in a printed book.
Mmmm Its so invigorating
(exhausting, but invigorating)!
How can I help children (my son
included) understand how colorful
life can be if they would just
immerse themselves in a book, any
book? How can we as teachers help
them understand that a book that
captures their interest helps them
create their own imagined setting
based on what they are reading
when they just do not want to read?

Wednesday, Poetry is sound. Nothing is as Poetry is meant to be read aloud. As

4 October 2017 important as oral sharing, using a humans, we run on sound. If there is
variety of strategies that focus on rhyme or rhythm, so much the
Cornett, C.E. creating an aesthetic experience, better. I stop and think about all the
(2015). Creative meaning such as asking inquiry questions songs I know from listening to the
through literature and the (IQs) about interesting words radio. I could sing (or at least
arts: Arts integration for sounds and images and their attempt to sing) songs from as far
classroom teachers (Fifth emotional impact. (p. 214) back as my early childhood. I still
Edition). Boston, MA: remember the song The Night
Pearson. Chicago Died by Paper Lace. (If you
watch the YouTube videos, be
careful! There are a few out there
with graphic photographs that are
disturbing.) Paper Lace released this
song around 1974 according to
Wikipedia. I was eight years old. I
remember my grandfather with a
reel-to-reel tape recorder (pre-8
track tape, pre-cassette, pre-
computer, pre-CD, pre-thumb drive,
pre-YouTube) asking my brother
and I to sing it for him so he could
record it. We sang the lyrics, with no
music, including sound effects if
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
there were no vocals. I can still
remember parts of the song as clear
as if I just heard it today. I remember
my grandpa asking us if we knew
what the song was talking about and
we didnt, not exactly. So he
explained it to us. Neither of us ever
wanted to sing it again, but I still
remember it. As the quote says,
interesting word sounds and images
and their emotional impact. I think
back on it now and realize it
probably wasnt the best song for
children to sing, but boy, did we
remember it!
If poetry is sound, how might
transferring this strategy over to
reading a non-poetic text (such as a
textbook) help students to
comprehend the topic better? Why
dont teachers allow oral reading
between students more often in the
classroom?

4 October 2017 Memorizing is a valuable, In school, I hated memorizing poetry,

Cornett, C.E. ongoing activity if students can vocabulary, spelling, or anything else
(2015). Creative meaning choose poems and have for that matter, but I had to do it. It
through literature and the performance options (e.g. terrified me to stand up and recite. I
arts: Arts integration for partners, recordings, use of would stumble through words I knew
classroom teachers (Fifth visuals, props, or puppets. I knew. I felt like crying as I recited. I
Edition). Boston, MA: (p. 215) usually put it off to the last minute.
Pearson. AS I look back on it today, I realize
that memorization was, and still is,
an important way to develop
knowledge. My son, on the other
hand LOVES to memorize, and he is
very good at it. He can still recite
poems or Bible verses he learned
when he was three and four. He can
just stand and recite, but me, I have
to have props to help me. Working
with a partner always helped
because I would skip words that
made the poem work. A partner can
encourage a reluctant memorizer.
And the bonus to working with a
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
partner, both partners end up
learning the piece. Making
memorization a requirement and
allowing them to choose how to
memorize can help even the most
reluctant student. Even if it only
students to develop empathy for
anothers struggles.
Just because students are
uncomfortable with memorizing and
or orally presenting, how can
teachers help them to understand its
importance for their future learning,
not just for completing the current
assignment? What kinds of strategies
have we (in this course) used that
have helped them overcome their
discomfort?
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster

In my mosaic, I tried to Creative Inquiry and Inquiry Questions

create a simple comic (I didnt even realize what I wrote on the whiteboard is a short poem.)
strip that illustrates
students understanding
of a poetry unit or theme.
The story is in the think
bubbles.
In frame 1 illustrate how
child thinks about poetry.
In frame 2 the teacher
allows students to work
together to help create
meaning of the poetry
writing process.
Frame 3 illustrates the
continued inquiry
questions students may
have as they try to make
sense of the topic.
Frame 4 creates a feeling
of joy when a student
finally understands the
whole idea of poetry and
its makings.