Entry Ticket:

01. Provide two integration ideas for music.

a. One way to integrate music into class is to sing songs related to environmental concerns
where the class can create new verses or lyrics to familiar tunes or creating new songs
that are specific to the class.
b. Another way to integrate music into the classroom is by using Cuisenaire rods to show
the mathematical relationship of note values in music, using the longest rod for the
whole note and adapting others. The point to be made is that regardless of the meter
signature, the mathematical relationship between various kinds of notes remains the
same no matter what party is in power. For example, a whole note is equal to two half
notes; a half note is equal to two quarter notes; a quarter note is equal to eight notes;
an eighth note is equal to two sixteenth notes. It may also be helpful to draw out what a
quarter note, a half note, a whole note, two eighth notes, and four sixteenth notes look
like in comparison.

02. Provide two integration ideas for dance.

a. One way to integrate dance into the class, is to choreograph a dance that portrays a
solid, a liquid, and a gas and how their changes interact with each other.
b. Another way to integrate dance into the classroom is by creating a dance or movement
that will communicate the spirit of the following poem: Mist by Vilate Raile Whenever
the wind, blows off the sea, to throw herself, in the arms of me, and press cool mist,
against my cheek, I cannot speak.

Exit Ticket:

Please respond to the objectives below, demonstrating how you’ve met/understand the objective.

01. Selects & designs appropriate art experiences for children at varying developmental levels of
students. (Sessions 2-4)
a. I now know how to come up with ideas of how to integrate projects into the classroom
that have to do with the arts and incorporate them of other subjects, for example
creating a hat out of construction paper that is functional but also tells a story that can
be used in class.

02. Explains and demonstrates the interrelationships within the arts & with other disciplines
(Session 4)
a. I feel like I have a greater understanding of how to incorporate music or dance into
other subjects allowing me to use my own already preexistence of knowing how to
teach musical concepts and now know how to integrate that into other subjects so that
all students get the advantage of learning the arts in their everyday knowledge.

03. Knows the proper evaluation if art work and can do so critically and equitably. (Session 4)
a. I feel comfortable in being able to assess student’s artwork on given projects that have
to do with integrating the arts to a specific subject. For instance, if I were going to have
a student create their own representation of the phases of the moon in a physical piece
 of artwork, I feel that I would know how to grade their interpretation of the different
phases to attain the standards of both science and visual arts.

Puppets in the Classroom:

01. Share one individual idea about how you might use puppets in the classroom.
a. I think that I would teach my students how to create a puppet out of a lunch bag that
focuses on the student’s individual creativeness. I feel that the best way to integrate this
type of lesson would be by linking it to a lesson that could utilize puppetry. For instance,
tying it into a lesson from a story that the students would be reading. For instance, have
the students create puppets based on the characters from Charlotte’s Web and after
they have read the story, they can recreate their favorite scenes from the story using
the puppets that they created.