Term
| "What you teach is who you are" |
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Definition
| Teachers show "arts confidence" and display enthusiasm and passion for the arts. |
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Term
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Definition
| Intrinsic Motivation is activated by focus on understanding interests, choices, clear goals, and group work. |
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Term
| Engagement and Active Learning |
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Definition
| Arts strategies are used to engage the head, hands, and heart in problem solving that transforms ideas. |
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Term
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Definition
| The CPS process is center stage in teaching to use the arts as communication vehicles. The arts are given equity in literacy curriculum. |
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Term
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Definition
| Mini-lessons clearly focus on the why-what-how-when-where of arts concept and skills. Transfer is explicitly addressed by teachers and specialists. |
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Term
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Definition
| Teachers coach students using specific feedback during practice so higher-quality work results. |
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Term
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Definition
| Teachers slow it down and teach students to observe carefully to ground interpretations in evidence. Diverse people, ideas, and approaches are accommodated through orchestrated teaching that balances wholes and parts. |
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Term
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Definition
| Arts processes are emphasized over products. Examples are used more often than models. Dictated art is avoided. |
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Term
| Management: Behavior, Time, and Materials |
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Definition
| Expectations and limits are clear. Flexible time blocks and predictable routines structure learning, but there is time for personal interest and to explore using authentic arts materials that unlock thinking. |
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Term
| Independence and Self-discipline |
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Definition
| Students become increasingly independent as they gain control of body, voice, and mind and learn persistence. They establish work habits and use fix-ups. |
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Term
| Vygotsky's Social Development |
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Definition
| Thought teachers should intervene in learning (scaffolding). Zone of Proximal Development: a stage that is just out of reach of where the child is functioning, but attainable with help |
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Term
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Definition
Take four to five deep breaths through the nose and out the mouth filling the belly, diaphragm, and lungs.
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Term
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Definition
| With your hands, squeeze strongly each arm, each leg and the torso, back, and head (whole body). Then tap lightly whole body, then slap sharply whole body and then brush smoothly whole body. Explore a variety of other tactile movements such as scratching, rubbing, soft pinching, tapping, etc. |
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Term
Brain Dance
3. Core-Distal |
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Definition
| Move from the center out, through and beyond the fingers, toes, head, and tail. Then curl back to torso while engaging core muscles. Movement that grows and shrinks, stretches and curls into big "X"s and little "o"s is great! |
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Term
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Definition
| Move the head and tail (lowest part of spine or coccyx) in different directions and pathways. Play with movement that brings head and tail/pelvis together curving forward and backward and side-to-side. Keeping the knees bent helps to release the pelvis. Wiggle the spine like a snake. |
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Term
Brain Dance
5. Upper-Lower |
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Definition
| Ground the lower half of body by pressing legs into floor with a slight knee bend. Swing arms in different directions and stretch and dance upper body (arms, head, spine) in different ways. Ground upper half by reaching arms out into space with energy as though you were hugging the earth. Dance with lower half - try marching in place, simple knee bends, jumps, leg brushes, and other actions. |
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Term
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Definition
| Make a big X with your body. Dance with the left side of your body while keeping the right side stabile (still). Then keep the left stabile and dance with the right side. With knees and elbows slightly bent like a "W" bring the left half of the body over to meet the right half and vice versa (like a book opening and closing). Follow your thumb with your eyes as it moves right to left and left to right. Do the lizard crawl with arms and legs open to the sides - reach left arm and knee up then right arm and knee up like a lizard crawling up a wall. Move your eyes right to left and left to right (looking at the thumb near your mouth helps) to develop horizontal eye tracking. |
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Term
Brain Dance
7. Cross-lateral |
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Definition
| Do a parallel standing crawl with knees and hands in front of you. Let your eyes travel up and down looking at one thumb as it reaches high and low for vertical eye tracking. Do a cross-lateral boogie dance finding as many ways of moving cross-laterally as possible such as touching right knee to left elbow, left hand to right foot, right hand to left knee, left hand to right hip, skipping, walking, crawling, etc. |
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Term
Brain Dance
8. Vestibular |
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Definition
| This pattern may be done at the beginning of the BrainDance. Choose a movement that takes you off balance and makes you dizzy. Vary the movements you do each week. Swing upper body forward and backward and side-to-side. Make sure head is "upside down." Tip, sway, roll, and rock in different directions (any movement that makes you dizzy). Spin 15 seconds one direction, breathe and rest 15 seconds, then spin 15 seconds the other direction. Take three to four deep breaths to center yourself after spinning! |
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Term
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Definition
| Developed by Anne Green Gilbert. It is comprised of eight fundamental movement patterns that we move through in the first year of life...crucial to the wiring of our central nervous system. This "dance" is an excellent full body and brain warm-up for children and adults in all settings. The BrainDance can be done at the beginning of class; before tests, performances, and presentations; and during computer work and TV watching for brain reorganization, oxygenation, and recuperation. |
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Term
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Definition
1. Set Purpose
2. Motivate
3. Propose Solutions |
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Term
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Definition
1. Gather data/find facts
2. Explore and Experiment
3. Question/Clarify
4. Focus
5. Time out
6. Insight
7. Connect and Transform |
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Term
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Definition
1. Evaluate
2. Revise
3. Publish |
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Term
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Definition
Reorganization of the neurological system:
Increased blood and oxygen flow to the respiratory system and brain:
Enhanced core support, connectivity, and alignment:
Deeper understanding of the elements of dance technique: |
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Term
| Howard Gardner: Multiple Intelligences |
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Definition
Verbal, Visual, Musical, Interpersonal, Intrapersonal, Logical, Kinesthetic, Naturalistic
--Gardner thinks learning happens when transformation is involved...art allows for deep transformation |
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Term
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Definition
| concluded that all cultures place common demands on individuals, and each person develops a sense of self and how to relate to others in response to Crises. |
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Term
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Definition
1. Trust v Mistrust
2. Autonomy v. shame and doubt
3. Initiative v. Guilt
4. Industry v. Inferiority
5. Self-identity v. role confusion
6. Intimacy v. isolation
7. Generativity v. rejectivity
8. Integrity v. despair (mature adults) gain wisdom |
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Term
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Definition
| Famous for a four stage theory based on observing children. Key stimulus for childrens development was interaction w/environment. These experiences & discoveries alter their world view. Children develop intellectually by experiencing. |
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Term
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Definition
1. Sensorimotor Thinking: Birth-2
2. Preoperational Thinking: 2-7
3. Concrete Operations: 7-11
4. Formal Operations: 11-15 |
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Term
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Definition
| People are motivated by specific needs. Categorized into heirarchy.Highest level is self fulfillment, then need for beauty/order, knowledge & intellectual needs, approval and recognition for others, belonging love and acceptance by others, and lowest is physical and psychological safety. |
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Term
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Definition
| at this beginning level, teachers use arts casually for enjoyment |
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Term
| Teaching ABOUT & IN the arts |
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Definition
Learn about and do work in the arts, goal is to have students do CPS through the arts and develop personal artistry, co-plan w/other teachers
(exploration, creation, response, performance, reflection, evaluation) |
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Term
| Teaching THROUGH the arts |
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Definition
| "The emphasis in teaching through the arts is meaning making using the arts." |
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Term
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Definition
| Bronx, NY: At St. Augustine School, 98% of students were at grade level after participating in an arts-integrated curriculum (Hanna, 1992) |
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Term
Diversify Instruction:
1. Place |
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Definition
| Change the nature and size of learning space. |
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Term
Diversify Instruction
2. Amount (Time and Materials) |
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Definition
| Give more/less time, use repetition, give feedback |
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Term
Diversify Instruction
3. Rate (Frequency) |
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Definition
| Slow or quicken the pace, give more breaks, change structure |
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Term
Diversify Instruction
4. Targets (Learning Objective) |
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Definition
| make objectives very clear |
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Term
Diversify Instruction
5. Instruction (Teaching Strategies) |
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Definition
| use appropriate kinds and amounts of explicit instruction |
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Term
Diversify Instruction
6. Curriculum (Scope and Sequence of Experience and Materials) |
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Definition
| Use easier reading materials or adapt by highlighting main idea |
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Term
Diversify Instruction
7. Utensils (Media and Tools) |
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Definition
| use visual and auditory aids, teach cps, |
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Term
Diversify Instruction
8. Level of Difficulty |
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Definition
| Make appropriate challenges |
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Term
Diversify Instruction
9. Assistance (Scaffolding) |
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Definition
| peer tutoring, one on one, small groups |
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Term
Diversify Instruction
10. Response (Evidence) |
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Definition
| Give students ways to show what they know in a variety of ways |
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Term
| 4 Characteristics of Assessment |
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Definition
1. Focus on strengths and needs
2. Authentic
3. Multifactored
4. Continuous |
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