The Arts in Every Classroom: A Video Library, K5 includes
programs grouped into four content categories that are intended to be
viewed in sequence:
Introducing Arts Education introduces viewers to opinions and
perspectives from a variety of educators and locations. This program consists
of three short segments:
- What Is Arts Education? (14
minutes). This program provides on overview of arts-based learning,
including comments by the arts coordinator of an urban school district,
comments from teachers and administrators in six elementary schools
where the arts are being used successfully, and examples of learning
experiences in classrooms using the arts.
- What Are the Arts? (5 minutes).
In this program, teachers, administrators, and students offer their
perspectives about what the arts mean to them.
- How Do You Know Theyre Learning?
(4 minutes). Teachers, administrators, and parents share their personal
strategies for assessing whether students have learned what was taught.
Arts Specialists at Work presents five half-hour programs that
give in-depth looks at the work of outstanding arts specialist teachers
in a variety of elementary school settings:
- Expanding the Role of the Arts Specialist.
Three arts specialists share their skills and ideas with teachers in
other subject areas. Dance teacher Kathy DeJean uses dance to enrich
students experiences with language concepts. Visual art specialist
Mary Perkerson gives teachers hands-on instruction in painting techniques.
Theatre teacher Amanda Newberry uses dramatic play to explore and develop
- Teaching Dance. Two teachers
with contrasting training and classroom approaches create rich dance
experiences for their students. Dance teacher Kathy DeJean works with
an auditioned troupe of second- to fifth-graders as they explore shape,
space, and time to create a journey in dance. Former physical education
teacher Scott Pivnik rehearses a West African dance with a class of
second-graders, exploring the dances geographical, cultural, and
historic context as well as its music and movement.
- Teaching Music. Music specialists
from two arts-based schools demonstrate different approaches to serving
diverse student populations. Barrett Jackson provides violin lessons
for a majority of the students at her elementary school in Mableton,
Georgia, aligning her goals with process rather than performance. Music
teacher Sylvia Bookhardt investigates Renaissance history with a class
in choral music.
- Teaching Theatre. Theatre
specialists and their students investigate basic theatre skills and
use theatre education as a gateway to other kinds of learning. Amanda
Newberry engages children by using improvisational exercises that develop
their creative listening and thinking skills. George Jackson, III, employs
basic and advanced theatre skills to achieve learning goals for various
age and grade levels.
- Teaching Visual Art. Visual
art specialist teachers use contrasting approaches to interpreting the
human face. Pamela Mancini has students study historical portraits for
clues about the artists and their subjects, and then create original
portraits, expressing information about their subjects through expression,
clothing, background, and other visual cues. MaryFrances Perkins uses
a mask-making session to explore the vocabulary concept of symmetry
and study the presence of masks in other cultures.
Arts in the General Classroom consists of six half-hour programs
showcasing classrooms where the arts are used as keys to learning across
- Developing an Arts-Based Unit.
A team of first- and second-grade teachers at Lusher Alternative Elementary
School in New Orleans, Louisiana, plans a year-end project that lets
students show what they have learned in science, math, and English.
Their classes work together to create an original, multi-arts performance
based on works of art with similar themes
- Working With Local Artists.
Dance artist Caren Plummer, drummer Kojo Plummer, and poet Leonore Gordon
work with first-grade teachers to plan and implement an African-themed
learning strand. Students and teachers prepare their work for a culminating,
original never-before-seen performance.
- Collaborating With a Cultural Resource.
Lusher Alternative Elementary School teams with the nearby Ogden Museum
of Southern Art on a unit of study based on the work of a local artist.
As a culminating project, students proudly exhibit their original paintings
and poems, which explore their personal sense of place,
in a gallery show for parents.
- Bringing Artists to Your Community.
In rural Idalia, Colorado, Idalia School uses artist-in-residence programs
to expose students to arts-based learning. Theatre artist Birgitta De
Pree shares story-telling skills with classes of kindergarten and fifth-grade
students. Musician Michael Stanwood works with students and their teachers
to write song lyrics that relate to their curriculum, then puts these
lyrics to music.
- Students Create a Multi-Arts Performance.
Kindergarten and fourth-grade students collaborate on an original performance
piece inspired by Cirque du Soleils Quidam. The program
presents highlights of the creative process, including brainstorming
about characters emotions, creating speech and movement for the
characters, constructing costumes, and performing.
- Borrowing From the Arts To Enhance
Learning. Teachers use techniques drawn from the arts to engage
their students minds, bodies, and emotions, adding vitality and
context to day-to-day learning experiences. Penny Suazo engages students
with special needs in lessons filled with color, rhythm, drama, and
other sensory experiences. Monica Bermiss and her students create skits
to help them understand the concept of cause and effect. Hazel Lucas
culminates her fifth-grade social studies unit on family history by
having her students use favorite objects to make vivid visual representations
of their lives.
Organizing for the Arts offers two half-hour programs that address
aspects of operating a school with an arts emphasis:
- Three Leaders at Arts-Based Schools.
Three administrators share their strategies. Principal Martha Rodriguez-Torres
describes her role as politician, social worker, parent, and police
officer and says that her primary responsibility is to provide
teachers the resources they need to fulfill the program. Principal
Sandra McGary-Ervin encourages use of the arts to achieve the schools
priority goal of literacy. Assistant principal Rory Pullens uses his
own arts background to ensure the arts play a prominent role in day-to-day
- Leadership Team. Principal
Kathleen Hurstell Riedlinger works closely with a Leadership Team of
classroom and arts teachers as a long-term strategy to protect the schools
mission and commitment to arts-based learning. The team considers a
diverse agenda including the schools annual Arts Celebration,
increasing demand for enrollment from outside the schools neighborhood,
and strategies such as peer mentoring to orient new teachers to the
schools arts-based curriculum.