STEAM Learning Through the Arts
The Arts Education Branch provides 300 teachers each year with Arts Integration Professional Development to ensure that all students are given the opportunity to learn through the arts.
Teachers who participate in the AEB’s Arts Integration PD develop ideas for integrated lessons. Some topics are…
Dance and Math Essential Question: Why is the concept of fractional equivalency important to both dancers and mathematicians? Grade : 3 rd Standards Addressed: • Dance 1.4 • Dance 2.8 • 3. Number and Operations- Fractions.A.3 Integrated Student Objective: Students will be able to write simple mathematical equations that show equivalency by creating, memorizing, and performing short phrases of rhythmic movement.
Visual Arts and Geometry Essential Question: What geometric shapes can you find in art? Grade: TK/K Standards Addressed: • 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. • K.G. 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. • K.G. 2. Correctly name shapes regardless of their orientations or overall size. • Integrated Student Objective: Students will be able to identify shapes they have learned about in math in various pieces of art, and use them to create art of their own.
Complementing the AEB’s efforts, six organizations are providing over 2,000 teachers with even more options for Arts Integration Professional Development in 2017.
LD Central Arts Integration Curriculum OPTIONS Schools Interactive Crime Scene Investigation
Credit Recovery Through Project-Based STEAM Strategies The synopsis : a 911 call is made at 4:05 the morning of 9/29/16. When the detective arrives, he's greeted by Diego Villarreal, the night manager, who is holding a bloody towel to his face to stop a bloody nose and has bruises on his face (although somehow, he has no blood on his clothes). Villarreal claims to have subdued an intruder who was trying to rob him - he fired the extinguisher in the intruder’s face, then when that didn't work he hit the man over the head with the extinguisher, locked the man in his store, and called 911. When the detective goes in he smells gas, which Villarreal thinks might be from his space heater. The detective finds the intruder dead on the floor, blood spatter everywhere, an empty cash register, and three different footprints on the ground in the powder from the fire extinguisher.
Students recover multiple credits through Forensic Science / Theatre Arts Module The students are investigating to answer the following questions: • How did the intruder die? Is Diego guilty of murder or was he just defending himself? • Who is the third person? Are they involved or just a bystander in the wrong place at the wrong time? • Where is the money? If it wasn't at the scene or on Diego, who took it?
Students are gaining credits through the following: • ELA : Prosecution team - tracking the evidence, investigating criminal justice and precedent… • HSS : Defense team - ensuring a fair trial for the defendants, understanding the bill of rights… • BIO/CHEM : Expert Witness - processing evidence, explaining the basis of forensic science… • MATH : Expert Witness - processing evidence, determining probability, modeling the crime scene… • VAPA : Mock Ups of suspects; photographic evidence portfolio; role play of suspects/detectives in interviews.
Local District South STEAM Series Mrs. Maria Lucas 4 th grade teacher Harbor City Elementary
Engineering and Art The Marble Run
The Marble Run
NGSS, ELA, and ART Magnets
Magnets Gallery
LD Northwest STEAM Curriculum
Leveraging our Current Content Capaci&es and Prac&ces
Sparking Creativity with intentional integration of the Arts and STEM e r t p a h C 8 18
Showcasing our students’ real life STEAM learning at STEAM Fest Urban Wildlife Week and P-22 Day Breaking the LAWS Interdisciplinary Project Save the Drop 19
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