Highlights from the WP Arts Integration Institute 2022

The William Paterson University Arts Integration Institute 2022 funded by the Geraldine R. Dodge Foundation was held in July of 2022 on a virtual platform in collaboration with the Institute for Arts Integration and STEAM whose mission includes "Supporting teachers, leaders and artists using arts integration and STEAM education." LINK 

Teachers from all WP PDS Schools were invited to attend.

The Padlet below was created during the conference and highlights many of the speakers, presentations and their ideas.  This pallet was also a collaborative and synchronous effort between the WP Art PIRS, Dr. Heejung An, Dodge Grant Director, and several teachers attending the conference.

https://padlet.com/anh21/k78toet7disb15pt

A Storybook Pumpkin Arts Integration Project at DHA/Dr. Hani Awadallah School

 

The Storybook Pumpkin project has been completed at DHA/Dr. Hani Awadallah School.

This arts integration project combines art with literacy and was created by DHA Library Media Specialist Mrs. Gina Bellow together with WP Dodge Art PIR Darlene Rankin in conjunction with DHA teachers.  Below is a lesson plan description. In addition are the video and pictures.

Video above by Mrs. Gina Bellow, DHA Library Media Specialist

https://youtu.be/i3_ZZhvzR2o

Above:  Lesson Plan by Mrs. Gina Bellow

UPDATE 10/31/2022

Here are the contest winners sent in by Mrs. Gina Bellow:

In addition Mrs. Bellow made a videotape of the event:

Arts Integration with Engineering and Music at School 21

At School 21 recently Mr. Jason Velante, with help from art teacher, Raquel Ford, and his 3rd, 4th, and 5th grade bilingual students studied different kinds of bridges and engineering concepts. Inspired by other arts integration projects at School 21, Mr. Velante wrote a song to help his students memorize different concepts. 

Above:  Teacher Jason Velante sings "What Kind of Bridge" to his students at School 21

They used a variety of materials to explore different techniques to solve a particular set of requirements. The students were asked to create a bridge strong enough to withstand the weight of a toy car. Then the different designs were tested and students would attempt to identify and fix issues to reinforce the structures. To close their unit, Mr. Velante had Vanessa Galvez, a Civil Engineer, speak with the class virtually.

Photos of School 21 Third Grade Engineers:

Photos of School 21 Fourth Grade Engineers:

Photos of School 21 Fifth Grade Engineers:

More Projects at School 21:

Eighth Grade Digital Arts Integration Project at School 21

Art teacher Raquel Ford recently created an arts integration project for her 8th grade students at School 21. This lesson integrating art, technology, literacy, culturally responsive teaching practice *, and bi-lingual instruction, took place over a series of days.

Above: Image of student work

Day One: Students watched a mini lesson on symbolism (see below). Students generated a list of examples about what the symbols represent. Next, students listened to the book, La Maleta by Luzdivina Lozano (see below). This lesson was presented in English with closed captions in Spanish for the native Spanish speaking learners. Ms. Ford teaches her students using bi-lingual instruction as needed. They discussed the symbolism in the book and what they would have done in similar situations. Students brainstormed and generated a list of 5 symbols they would include in their digital artworks to represent their personal experiences. 

Above: Image of student work

Day Two:  Ms Ford taught students how to use Google Drawing (LINK) to select suitcases, manipulate and change the objects. They used Format Options to personalize their suitcases. Using the generated lists, they searched for PNG files of their symbols. They learned the difference between a PNG and a JPEG file. (Image file with no background). They composed their suitcases by using at least 5 symbols.  

Day 3:  Students will be writing or presenting an Artist Statement on their work.

Symbolism mini lesson: 

https://www.youtube.com/watch?v=Li7fkBmyz1Y

La Maleta by Luzdivina Lozano:

https://www.youtube.com/watch?v=J_9ETrPSiik

Above: Images of student work

      * NJ Department of Education

     Culturally Responsive Practices

Culturally responsive practices create a supportive, inviting environment where students, particularly those who have been marginalized, feel a sense of belonging. Schools that engage in culturally responsive practices create an environment that acknowledges and embraces students’ cultural referents and funds of knowledge, hold high expectations for all students and use an asset-based mindset when engaging with students. This school environment also gives students agency and voice as well as fosters critical thinking and self-reflection. In these schools, students see their cultural identities reflected in the curriculum, books and materials.

LINK