Carnate.

J - 5/30/2020

Reading Response 1
Jasmine Carnate
ITE 326
University of Hawaii at Mānoa College of Education
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CATEGORY 1:
1. Which reason(s) stated in Cornett (2011, pp. 144-148) for integrating the
visual arts into the elementary curriculum resonated with you? Why is this
important to you and how will you use this information to advocate for the arts
in education?

There were ten reasons why art should be integrated within a school’s
curriculum, all of which are good reasons, but I was only able to genuinely resonate with
one of them
based on personal experiences.
To begin, I agree that art engages emotions and motivation (Cornett 2015,
pp. 224). This is so important to me because I experience a gradual release of
relaxation and contentment when I’m drawing or taking pictures. It’s really satisfying to
see the end result of your artwork when you’re oblivious about how it initially was
supposed to turn out. Likewise, I really do appreciate the process of creating art
whether it’s digitally or visually because it motivates me to complete it. Back in
elementary school, art was integrated a lot within the curriculum. I remember a lot of
children's literature books because of the art projects I’ve experienced. Creating art as a
child was a gateway for me to feel less pressured to learn as well as demonstrate my
skill and comprehension of the lesson. I’m personally someone who has a different
perspective from everyone else, and it shows through my artwork. I plan on using this
information to advocate for the arts in education because the progression of my artwork
can speak for itself. I have improved drastically, and I have faith that integrating the arts
into the curriculum for my future students will help them feel content, motivated as well
as a sense of accomplishment for their artwork. I want my future classroom to always
look forward to creating art and noth think of it as a dreadful activity.

3. After reading Cornett (2011, pp. 156-161), what do you think is most
important for you to keep in mind when you are planning to integrate the
visual arts into the elementary curriculum? How will you use this information
to make the arts a vital component of an active and engaging curriculum that
can meet the needs of all learners?

There are ten pillars of why art should be integrated within a school’s curriculum,
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all of which are very insightful when it comes to planning instruction, but I was only able
to resonate with one of the pillars: Pillar 6 - Best Teaching Practices (Cornett 2015,
pp. 224). I believe this pillar gave great insight on the dos and don'ts of the most
effective teaching practices I could definitely utilize in my future classroom. It gave me
flashbacks of how I produced art as a child, made me reflect on how far I’ve come and
inspired me to make the “don’ts” of art known to my future students. At a young age, I
didn’t know the why aspect of art and this pillar really elaborates on it. That’s why I
believe this pillar is so important
Ten teaching practices are analyzed within this pillar, but only a few really caught
my eye because of what it suggests teachers should do in the case of a specific event
happening. For example, children build a lack of confidence in their artwork when they
are told to trace, color in the lines, or paint by number (Cornett 2015, pp. 251). The texts
consider this as not being art. It made me feel bad because I used to work for A+. I
would give the students coloring pages to complete and tell them to stay in the lines
because GLO 2 means to be a quality producer. I would tell them that they could use
any color they want as long as it’s somewhat realistic and neat. But now I just feel bad, I
don’t ever want students to have a low self esteem with art.
Likewise, the text suggests to use artwork from past students as a reference to
spark inspiration because copying someone else’s art will prevent the student from
thinking creatively on their own (Cornett 2015, pp. 255). I think this is a great idea
because I would always show my artwork as an example of my artistic take on the
project I want the students to do. Realistically, the artistic skill between a child and adult
differ, so it wouldn’t be reasonable to show my artwork to spark their inspiration
because they’ll just end up copying me. Sad to say, that’s happened before at A+.
Lastly, I thought the deadly dozen was interesting because I will admit to
stereotypically thinking visually about 10/12 common symbols as a K-2 student (Cornett
2015, pp. 256). I didn’t realize that these symbols were frowned upon because of the
lack of creativity and detail it displays as well as stunting artistic growth. I would
definitely want to have the deadly dozen images within my classroom to remind the
students to think more creatively when it comes to their artwork because there’s no right
or wrong way of creating art. It’s all about experimenting.
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Overall, knowing this information will help me make the arts a vital component of
an active and engaging curriculum that can meet the needs of all learners within the
classroom because I’ve gained a few insights on how to improve my art instruction. I’ve
executed the don’ts in the past, so I really want to be more aware of the dos in my
future classroom.

CATEGORY 2:
10. Cornett (2011) says that energizers and warm-ups are used to “ready students
mentally and physically for creative problem-solving” (p.179). She lists numerous
energizers and warm-ups. Select three energizers or warm-ups that you would
like to include in your teaching. You may be able to include specific warm-ups in
your unit plan that you are going to write. Describe in detail how you would guide
students through each of these experiences. This is similar to what you need to
do when you are writing your lessons in your unit plan to describe what students
will do.

Based on chapter 7 of visual seed strategies, there were three energizers/warm

ups that I would love to implement within my teaching practice to activate prior
knowledge of art elements, promote self confidence and probe student’s thinking about
art.
To begin, I really loved the geo shapes energizer where the class splits up into
teams to find geometric shapes within the classroom and documents it (Cornett 2015,
pp. 273). I could possibly integrate this energizer with a mathematics lesson to activate
the students’ background knowledge on shapes. Students are required to use their
ability to recognize shapes within objects of the classroom. I would like them to try and
find a square, circle, triangle, right triangle, rectangle, oval, hexagon, rhombus, or
pentagon. Within their findings, students need to document what object contains this
shape and its location in the classroom. As a class, I will record their findings on a large
piece of paper and have a discussion about the activity and then go into the math
lesson about shapes.
Next, is a warm up called make a mess that I would love to implement before
starting any art project so the students can build self confidence and control over the
materials we will use (Cornett 2015, pp. 273). For example, an art project I would love to
implement possibly at the beginning of the school year so we can all learn more about
each other is to make a collage with pictures that best describe us and our interests.
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The materials would be magazines, newspapers, glue and scissors. As a warm up, I
would give the students 10 minutes to look through the magazines and newspapers to
find pictures to cut out that they can utilize for their collage. When the time is up, we can
discuss how they cut out the pictures because the students could’ve cut it in detail or
vaguely cut around it. Likewise, we can discuss whether or not the students understand
the project.
Lastly, is a warm up called brain squeeze. It sort of reminds me of
comprehension strategies I would implement before reading a book, but in this case it's
for art. Basically, I would ask the students questions prior to starting the art project to
probe their thinking about the art they’re going to create (Cornett 2015, pp. 273). For
example, an art project that could possibly still be implemented within the school is the
opportunity to be featured in a local calendar. From what I remember, each grade level
has a theme to illustrate. Hypothetically speaking, if my grade level was in charge of
illustrating a picture for December, I could probe my students’ creative thinking by
asking questions about what they think of or see when it’s December as well as asking
what they can initially draw and progress from there.

11. Cornett (2011) includes a section on teaching art concepts and elements. She
suggests, “pairing these ideas with best practices” (p. 181), from Chapter 6.
Select one of these instructional strategies and use your own words to describe
step-by-step how to create an engaging experience for your elementary students.
This is similar to what you need to include in a lesson plan to describe the
instructional strategies that focus on what the students will do and what the
teacher will do.

The instructional strategy I would use to create an engaging art experience for
my students would be using food alternatives. Basically, instead of using food as an art
material because it could be hazardous, students can use buttons, shells, pebbles,
straws, sponges or foam to create art (Cornett 2015, pp. 276). When I read about this
strategy, I thought about painting. I never really got to paint in elementary because it’s
messy, but I think using these alternative materials are so creative, especially using
sponges or foam. An art project I could implement is to have the students paint their
favorite animal using a sponge or foam. Because of the texture a sponge and foam
contain, this project will visually challenge them to recreate what they think their favorite
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animal looks like and put it on paper. The students have a choice to keep the sponge
and foam as a whole or they can cut it up themselves to make other shapes to recreate
their version of their favorite animal.

CATEGORY 3:
15. Describe the three artistic processes: creating, performing/exhibiting, and
responding. Share specific ideas about how you can engage your elementary
students in these three processes in a visual art experience that you design for
them. Be specific. This is like writing the instructional strategies in a lesson plan
that focuses on what the students will do and what the teacher will do. This is a
skill you need when you develop the slide show and lesson plans.

To begin, creating refers to generating original art (Hawaii Alliance for Arts
Education 2006, pp.12). This is when students can express their ideas through the art
forms of dance, drama, music or visual arts. Personally, I would utilize more of the
drama and visual aspect of the arts because I’ve had experience implementing it in the
field before, but there’s a ton of strategies I haven’t tried yet so I’m excited for it. For
instance, I would love to implement a readers theater drama strategy during a social
studies lesson. Having the students emotionally feel what happened in the past will
enhance their understanding of the lesson. Likewise, I would love to use a variety of art
materials the students can experience using. For example, I rarely used my watercolors
in elementary and that’s something I want my students to learn how to use because it’s
a beautiful way to paint and express their ideas/feelings. Watercoloring will teach the
students how to be patient and appreciative of the artwork they’re creating because it
takes a lot of technique. The more water, the less pigmented the color will be and vice
versa.
Next is performing/exhibiting, which involves presenting the arts in both the
formal and informal ways (Hawaii Alliance for Arts Education 2006, pp.13). This is when
students are given the opportunity to present their artwork in class. The way I think
about this process is through assessment. The efforts of the student presenting their
artwork can work towards the speaking common core standards for the grade level. I
think it’s a great way for the student to be able to share their perspective of the art
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assignment with the materials and intentions they had towards creating it, in hopes that
it’ll inspire their peers for the next art project.
Lastly is responding depends on the students’ judgement, observation,
description and analysis of their own work as well as their peers (Hawaii Alliance for
Arts Education 2006, pp.13). To create a positive learning environment around the
students’ artistic values where they can respond to each other’s artwork, I would
implement an anonymous gallery view. Student work will be placed on their desk with a
sheet of paper next to it that’s split in half. One side requires the students to
anonymously write something positive while the other side requires the students to ask
a question about their peer’s artwork. Students will have 5-10 minutes to respond to as
many peers as they can. That way students can positively appreciate, observe and
critique each other’s work.

CATEGORY 4:
Learning about Art History in the Elementary Classroom-How the Arts Shape and
Reflect Culture
18. Identify and copy selected benchmarks in three different grade levels that are
directly related to learning about art history in the elementary classroom. Select
one image to share and discuss the strategies you can use that will facilitate
teaching art history in your classroom. These are the knowledge and skills you
will need for teaching art history as part of your visual art slide show and your
visual arts lesson plans that are part of your unit plan.

Grade 3 - Benchmark FA.3.1.5: Compare themes and subject manner in works of art
from different time periods
Grade 4 - Benchmark FA.4.1.4: Explain how art reflects life, culture, attitudes and
beliefs of the artist
Grade 5 - Benchmark FA.5.1.5: Analyze works of art from selected historical periods
● An artistic cultural movement I would introduce to my students would be
surrealism. I was always intrigued by this type of art because it stresses one’s
subconscious or nonrational significance/perspective of imagery. To begin, I will
start by explaining what surrealism is and the time period of history where it was
most impactful as well as any significant historical events that occured. Next I will
show images of surrealism to the students. They need to observe the picture and
imagine themselves back in 1917-1950 to understand why this picture was
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created. These questions will be prompted to them to probe their thinking: What
could the artist have been thinking of? Who could it possibly impact? Why is it
composed the way it is? Why did the artist use this color scheme? Who is in the
picture? And What does this picture symbolize? When the students are done
giving their input I will reveal the significance of the picture to them. To end the
lesson, I will refer back to the importance of this artistic cultural movement and
have the students participate in creating their own perspective of surrealism in art
by giving them multiple topics to reference.
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Claudia E. Cornett (2011). Creating Meaning through Literature and the Arts: Arts
Integration for Classroom Teachers, Fourth Edition. Pearson Education, Inc.

Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5
Classroom Teacher, Hawaii Fine Arts Grade Level Guide. Honolulu, Hawaii.
Retrieved from http://www.hawaiiartsalliance.org/#!arts-education/c8k2 (required
download, free).

Hawaii State Department of Education (2006). Hawaii Content and Performance

Standards III: Fine Arts, Visual Arts. Honolulu, Hawaii. Retrieved from
http://standardstoolkit.k12.hi.us (Required download).

Assessment Tool

NAME: Jasmine Carnate

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