Pulled from: http://artsintegration.

com/portal/lesson-planning/

The Arts Integration

(copyright 2016)

Student Name: Brent Fales

Directions: Use this form (the integration form) to integrate the arts into the selected
lesson. Attach the lesson to this form. Only complete the gray shaded boxes. The
information above each provides the prompt and offers guiding questions to ask one
self prior to filling in the field.

Lesson Context:
Subject: Math
Grade level: First
Context other (cultural considerations identified, the reluctant artist addressed,
and/or resources considered):

Art Form
Description: Choose the art form (i.e. dance, theatre, visual arts, or music). Choose
interdisciplinary if integrating with more than one art form.

Art form: Music

Standards:
Description: Schools choose to use state standards or national standards. National
standards to which you may align your lesson: National Dance Education
Organization (NDEO), National Arts Education Association (NAEA), National
Association of Music Education (NAME), American Alliance for Theatre Education
(AATE).

Guiding Questions: What are all the possible art connections to the academic
standard? What art form most naturally aligns with the academic standard or makes
the strongest connection? What about this art form makes it conducive to
supporting the specific academic standard? Are there areas of art with which you
are more comfortable? What are the big ideas or enduring understandings that are
desired learning outcomes?

Content Standard: 1.OA: Operations and Algebraic Thinking: Represent and solve
problems involving addition and subtraction.: Understand and apply properties of
operations and the relationship between addition and subtraction.: Work with
addition and subtraction equations.
1.OA.8: Using related equations, determine the unknown whole number in an
addition or subtraction equation. For example, determine the unknown number that
makes the equation true in each of the equations – 3 = 7; 7 + 3 = ?

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1.G: Geometry: Reason with shapes and their attributes.
1.G.1: Distinguish between defining attributes (e.g. triangles are closed and three-
sided) versus non-defining attributes (e.g. color. Orientation, overall size); build and
draw shapes that possess defining attributes.
1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles,
half-circles, and quarter-circles) or three-dimensional shapes (cubes, right
rectangular prisms, right circular cones, and right circular cylinders) to create a
composite shape and compose new shapes from the composite shape. Students do
not need to learn formal names such as “right rectangular prism.”
1.G.3: Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half of,
fourth of, and quarter of. Note: fraction notation (1/2, ¼) is not expected at this
grade level. Describe the whole as two of, or four of the shares. Understand for these
examples that decomposing into more equal shares creates smaller shares.

Art Standard: Standard 1: Creating: Conceiving and developing new artistic ideas
and work.
CR.1: Imagine: Generate musical ideas for various purposes and contexts.
CR.4: Present: Share creative musical work that conveys intent, demonstrates
craftsmanship, and exhibits originality.
Standard 2: Performing: Realizing artistic ideas and work through interpretation
and presentation.
PR.3: Interpret: Develop personal interpretations that consider creators’ intent.
Standard 3: Responding: Understanding and evaluating how the arts convey
meaning.
RE.2: Analyze: Analyze how the structure and context of varied musical works
inform the response.

Point of Integration
Description: The point of integration articulates the point where the art form supports
the academic objective so that the congruence between the arts and academics is
explicitly clear.
Guiding Questions: How are you going to guide the student investigation through
the use of the art form in such a way that it leads to the learning of the academic
outcome? What is the transferrable knowledge between the arts and academics?
How are the arts being used to introduce, teach, reinforce, or assess the academic
objective? How will you bring the student’s awareness to the learning of the
academic objective through the use of the art form?

Point of Integration: In this integration the teacher is going to bring out three-
dimensional shapes that the students have been learning about from the unit. These
shapes are to be used as drums and the students will have to decipher if the
different shapes sound differently from one to another. By showing to the students
that different dimensions of a drum can have different sounds, or tones, the same

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process can be used to show the difference of shapes that are being played on. The
different tensions of a drum head change the pitch of the drum. Will this be present
in the different shapes represented? Can the students create shapes that could also
be used as a drum? By doing this the teacher is working to teach and reinforce the
academic standard of building and designing shapes of different attributes.

Art Integration Strategy

Description: Arts Integration strategies engage students in active learning that
explores content in a way that directly involves students in building their own
understanding of content. Arts Integration strategies can be used at the inquiry,
focused engagement, and/or assessment part of the procedure for an integrative
experience.

Guiding Questions: How do you extract from an art form a strategy for integration?
How might the art form strategy engage the learner? What levels of engagement are
activated: cognitive, sensory, motor, critical thinking, problem solving, etc.?
(See your class wiki for more information)

What strategies will you use (what is the artistic task)? The strategy to be integrated
is if you can hear the shape of a drum. With different shapes being present, is there a
different sound associated with that shape? The student’s problem solving and
critical thinking is an asset by having to listen and think about what they are
hearing, versus what they are seeing. The student’s motor and sensory levels are
given focus by when they individually manipulate what they are playing with what
shape is present. Cognitively, the student will have to process what they are doing
and decide if a triangle sounds different from a square or a circle from an octagon?

Materials/Resources
Description: The physical materials and resources required to implement the lesson.
List all materials (musical instruments, art supplies, worksheets, butcher paper, etc)
and technology materials (SMART board, CD player, digital camera, etc.) that will be
used.
Guiding Questions: What materials are needed to successfully facilitate the lesson?
What resources will help the teacher? What materials and resources will help the
students? Where can the resources be found? How much time is needed to collect
and gather them? Is there a need to consider clean up time?

What materials/resources will you use? The students will create shapes that they
want to represent by first drawing them on paper. They will then create hollow
three-dimensional representations of their shapes to play on. For striking objects,
students will use pencils in the replacement of drumsticks. The materials for the
three-dimensional shapes will be cardboard and tape to hold their shapes. All of the
resources will be present in the front of the classroom where the students can
access them. The teacher will use the “instruments” that they have brought to class
as both a demonstration of how to create the instrument for the class to follow, and

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for examples for the students to listen to and interpret what shape they are hearing.

Room Set up
Description: The physical space that impacts the culture of the classroom. This
includes the configuration of physical objects in space, as well as the wall décor (i.e.
arts integrated into the word walls, visual images, and supplies available).

Guiding Questions: How will you foster an environment where students

supportively challenge one another and celebrate their unique strengths as
learners? How does the physical space show evidence of learn- ing and the value of
learning the academics through the arts? What room or seating configuration will
best support learning and collaboration for the desired outcome of the lesson? Is the
classroom the most suitable location to facilitate this lesson? Does the lesson
require collaboration, independent learning or practice, group work, space for
movement, musical instruments or visual art creation? What kind of lighting or
sound in the space will support the successful facilitation of the lesson?

What might be room set up needs for a typical elementary classroom? The
classroom will have the tables and student workspaces in the back of the classroom,
where the students will be able to create their shaped drums that they will then
have the opportunity to play for the rest of the class to hear and interpret what
shape they made, or what that shape sounds like. The front of the classroom will be
open for the teacher, or the other student performers to present their shapes to the
rest of the class. The classroom will be able to close the door to the classroom to
allow for louder playing and less distraction to the surrounding classrooms. The
physical space of the classroom may alter the sound of the objects because of the
other objects in the room absorbing the sound. In this case the class may move to
the gymnasium to see if the bigger space changes any of the tones or sounds being
produced by the instruments. This assignment will feature both collaboration and
independent learning in the forms of interpretation and creation of the different
instruments, as well as in the group collaboration of what shapes are being heard.

PROCEDURES
An integrated experience is the process through which the art form links with the
academic to achieve the learning outcomes.

Guiding Questions: What art form strategies could be used as an inquiry strategy
to engage the student’s natural spirit of inquiry and curiosity? How can the art form
be used to engage authentic interest in learning of the academic objective and tap
into students’ prior knowledge?

What procedures are being addressed? By utilizing the skill of what different shapes
can alter the tone of a drum, the student can access their knowledge of shapes and
what how to tell how many sides a shape has, or what that shape may be
represented as or is called. This also allows the students to express what different

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sounds that they are hearing. By utilizing what the students already know for
shapes and sounds, they then can use their prior knowledge to create their own
shapes and sounds.

Guiding Questions: How will you connect the arts to support the academic
objectives? How will you develop a lesson to facilitate an understanding of the
academic objectives that is the subject of inquiry? How will you guide students in
their independent or group practice to facilitate application of their understanding
of the academic objectives? What arts integration strategies could engage students
in the learning of the academic objectives? How can the art form be used to check
for understanding of the academic objectives? How does the art form intentionally
aid the learner to build new knowledge of the content area of focus? How does the
lesson support self-directed learning?

Defend and describe the process of integrating the strategy. This assignment focuses
on the student’s understanding of recognizing different shapes and being able to
compare and contrast sounds that they are hearing by allowing the student to create
their own creative shapes to contribute to the process of hearing different shapes as
drums. This lesson can be aided by the teacher showing the students different sized
shapes, as well as the different shapes themselves. One way to start the assignment
would be for the teacher to play different sizes of drums with different tension of
the heads on the drums for the students to get a base understanding of how the size
and tension can alter the sound or tone of the drum. By showing this the student can
gain a better understanding of the features of a drum, so that they can put that
knowledge to work in creating their own shaped drum to present to the class, and to
decide what the sound of their drum is.

Guiding Questions: What is being assessed? How will you use the arts integration
strategy to check for understanding to progress and adapt the lesson as needed?
How does the performance assessment reveal the learning of the academic and art
standards demonstrated by the students? What tools, if any, would be useful to
assess the demonstration of knowledge by the students in the performance
assessment? What art and academic concepts would need to be incorporated in a
rubric to assess the learning? Would a self, peer, or teacher assessment be most
suitable for gauging the desired outcomes? What strategies, if any, are employed for
the students to assess their own learning?

Assessment: The information being assessed is what sounds do different shapes

make? To check for understanding the teacher will play a shape and ask the
students to respond to what does that shape sound like? In having the students
create their own shapes to then present and play on to the class, there will be
evidence to the students understanding of the task at hand. This type of assignment
would be best assessed by self, peer, and teacher assessment. Here the students
themselves can explain and show what shape they are representing and what they

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hear. The peer assessment of this assignment is presented when they are
responding to their peer’s creations in what shape they think is being represented
and what type of sound they are hearing. The teacher assessment is observed by
what the student creates and presents to the class. The teacher will assess if the
student is contributing and collaborating with the class on their contribution to the
assignment. The biggest assessment that the teacher will need to pay attention for is
if the student is addressing the creative and imaginative standards of: Standard 1:
Creating: Conceiving and developing new artistic ideas and work. CR.1: Imagine:
Generate musical ideas for various purposes and contexts.

REFLECTIVE PRACTICE
Teachers and students synthesize their practice of arts integration through reflective
practice, which promotes clear congruence between content and the arts to impact
student learning.

Students:
Guiding Questions: The following are examples of questions that may be helpful in
the reflective process for students:

 How did working together in a group help you to make decisions in the
creative process of solving the problem?
 How did creating________________help you to understand___________________?
 How did the group inquiry help you to understand and ask questions that
helped you to design your own _______________?
 What do you know about_____________after this arts integration inquiry that
you didn’t know before?
 How did the arts help you to understand_______________?
 How would you describe your level of focus and interest in this inquiry?
 How did your creation of_______________demonstrate your learning
of______________?
 What questions do you still have about_________________?

Which will you use? Include at least 3.

01. How did working together in a group help you to make decisions in the
creative process of solving the problem?
02. How did creating your drum help you to understand different shapes?
03. What do you know about shapes of drums in what different sounds they
make after this arts integration inquiry that you didn’t know before?
04. What questions do you still have about the different shapes of a drum?

Teachers:
Guiding Questions: The following are examples of questions that may be helpful in
the reflective process for teachers:

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  What did I learn about students from distaining to their ideas, observing
their group and individual work and viewing their performance assessment?
 How did their work meet the criteria articulated on the rubric?
 How can I use this information about student understanding of the rubric
criteria to make decisions about what will happen next in the unit?
 How will I connect the concepts students learned today to student learning
as we progress through the unit?
 How might I increase the rigor with my students as we progress into the
unit?
 What means of formative and summative assessment will best inform me
about how well students meet the criteria articulated in the standards and
my rubric?
 What did I learn about student collaboration for solving a problem and
fostering risk-taking with this lesson?
 How did use of the arts cultivate a learning environment that encourages
risk-taking, community-building, and student engagement?
 How might I modify my rubric to make a stronger connection between the
standards and the unit outcomes, as well as the process of arts integration?

Which will you use? Include at least 3. (include answers)

01. What means of formative and summative assessment will best inform me
about how well students meet the criteria articulated in the standards and
my rubric? In seeing how the students create and present their personal
creation of instruments, the teacher is able to witness the students
understanding of shapes and their interpretation of size and pitch of their
instrument.
02. What did I learn about student collaboration for solving a problem and
fostering risk-taking with this lesson? The students collaboratively discussed
what different sounds they heard and what shapes were being played on.
03. How did use of the arts cultivate a learning environment that encourages
risk-taking, community-building, and student engagement? By witnessing
how students created their own interpretation of the instrumental shapes
that they created for this assignment, the teacher is able to see the student’s
engagement and individual risk-taking of creating a shape from what they
have learned in class.
04. What did I learn about students from disdaining to their ideas, observing
their group and individual work and reviewing their performance
assessment? The student’s individuality and creativity were expressed in
their representation of shapes that they created to be played on as their
drums. It was also fun to witness the student’s interpretations of the sounds
they heard in relation to the different shapes being performed.

Lesson Plan for shapes:

https://docs.google.com/document/d/1ezoYHSd7LNazrNYwr8OhUIqRTGPTYC0lHf
pHImSG-X4/edit?usp=sharing