Arts Integration Raina Ames

THDA 721 Director of Theatre Education

Fall 2020 Raina.Ames@unh.edu
Time: 9:10-11am Office: Zoom
Days: Monday and Wednesday Phone: 603.285.2496
Room: PCAC, M118

I am teaching from home but am happy to Zoom or text any time.

I will also be online every Monday, 11am-12pm: https://unh.zoom.us/my/raina.ames

ACKNOWLEDGING THE MOMENT: As you know, we are engaged in this class under extraordinary circumstances.
Not only are we now conducting the class in unpredictable times, but we are all working with repercussions of the
COVID-19 emergency. This new version of our course, and the circumstances it is offered under, are going to require
adaptability, understanding, and help from all of us. Please do feel free to reach out to me about how the class is
going at any time by email/text, or during these virtual office hours: Tuesday, 11am-12pm -
https://unh.zoom.us/my/raina.ames. Also, I want to especially call attention this term to the variety of supports
available to you: https://my.unh.edu/

COURSE DESCRIPTION: This course examines the value and practical application of incorporating the arts into
non-arts educational settings. From the perspective of multiple intelligences and varied learning styles, students will
investigate how the application of the arts can enhance student understanding of information, ideas and skills in the
traditional academic subject areas. Participants will learn new teaching methodologies and develop lessons and units
for non-arts subject areas.

COURSE GOALS:
1. To formulate and compile effective teaching strategies and materials appropriate to student developmental
level, cultural background, and individual learning styles.
2. To develop substantial knowledge of a variety of traditional, current and innovative methods and materials
in the development of lessons and curricula related to Arts Integration.
3. To experience arts integration methodologies through in-class exploration of lesson plans.
4. To demonstrate understanding of scope and sequence as applied to writing lesson plans that incorporate
arts integration as a mode of delivery for content.
5. To master the application of Common Core Standards and National Core Arts Standards to lesson plan
writing for K-12 teaching.
6. To create individual lesson plans and/or lesson plan units for a chosen non-arts subject (for those who
teach arts subjects, arts lesson plans should include non-arts subject matter).

ATTENDANCE:
Students who are on campus should meet in person in M118. Remote students will join through Zoom along with
Raina. In-person students should not attend class if you have any symptoms of illness or if your Wildcat Pass does
not show you are cleared to participate in class. If you cannot be in class, please join via Zoom during class time. If
you can’t, you need to watch the recording of the class and complete all activities and assignments form that class
period. When appropriate, accommodations will be made.

MATERIALS NEEDED:
REQUIRED READINGS (found on Canvas)

Students will also need to access and work with the current education standards:
National Core Arts Standards:
http://www.nationalartsstandards.org/
Common Core Standards for English and Math
http://www.corestandards.org/read-the-standards/
Common Core Standards for History/Social Studies
http://www.corestandards.org/ELA-Literacy/RH/
Common Core Standards Science/Technical Subjects
http://www.corestandards.org/ELA-Literacy/RST/introduction/
 COURSE GRADING: GRADING SCALE:
Attendance / Participation: 130 / 130 A 96-100%
In Class Lesson Plan Brainstorm: 10 / 10 A- 94-95%
Lesson Activity Ideas-Matinees: 20 / 20 B+ 92-93%
Annotated Bibliography: 25 / 25 B 86-91%
Lesson Plan Binder: 60 / 60 B- 84-85%
PSA Script and Revision: 10 / 10 C+ 82-83%
Discussion Board Entries: 30 / 30 C 76-81%
Education Closet Session Review: 10 / 10 C- 74-75%
Journal Entries: 60 / 60 D+ 72-73%
Oral Article Discussion/Summary: 15 / 15 D 66-71%
SCS Written Lesson Unit: 20 / 20 D- 64-65%
SCS Unit Teaching: 20 / 20
Chapter Critical Review: 15 / 15

Grading Percentages
Attendance 15%
In-Class Assignments 20%
Homework Assignments 20%
Presentations 15%
Discussion Board 15%
Journals 15%

SOME WEBSITES TO CHECK OUT

http://www.crlt.umich.edu/gsis/p2_5
Center for Research on Learning and Teaching (on lesson plan writing)

http://www.lookingatlearning.org/downloads/Effective%20Lesson%20Design.pdf
LookingatLearning.org (Effective Lesson Design)

http://www.readwritethink.org/
Read Write Think – NCTE Comprehensive Lesson Plan Site

PRACTICAL TEACHING EXPERIENCES:

Arts Integration always has practical teaching experience. As you can imagine, it’s been very difficult finding places
that would let us come in, so I hope you can be flexible with these options.
A. For those of you who will be working from home, you will be doing online teaching with students (10ish) from
Lima, Peru. Cady Hickman is an alum; she has been doing circle time with people all over the world, and the contact
person in Peru is interested in having our class continue doing arts activities with students that help them learn English
(there will be an adult on that side translating as needed). We will need to talk about when this can be set up because
they are in school in the mornings but are available in the afternoons. They are looking for a consistently scheduled
time 1 or 2 days a week; they are 1 hr behind us.

B. For those who are on campus, Cady has just gotten a job at Village Nest Cooperative, a new microschool that
uses Waldorf-style teaching in an outdoor setting. They happily want to welcome you all to go in pairs to teach several
times, building up your practical teaching experience. For those who are more HS-oriented, please note that the NH
certification is K-12, so you have to have experiences in all grade levels. Also, currently the education department is
having a hard time getting districts to allow interns, especially in MS and HS, and I believe no EDUC 500 students
can do the practical teaching/observation this semester because schools are leery about bringing in visitors. This is
an opportunity to work with younger age groups. If you don’t feel comfortable going to teach in person, you may join
the folks teaching the Peru students online.
DESCRIPTION OF MAJOR COURSE ASSIGNMENTS:

Guidelines for Written Work: Please post all assignments to Canvas, using appropriate grammar and spelling.

JOURNAL RESPONSES (DUE ON INDICATED DATES WITHIN SYLLABUS) 5pts for each article answered:
For every required reading assignment, you will be asked to write a response. See Canvas for specific assignments.
(For every day that applies, please do not forget to also complete discussion board; some days may require BOTH a
journal entry and two contributions to the discussion board conversation).

DISCUSSION BOARDS (DUE ON INDICATED DATES WITHIN SYLLABUS)

Each Discussion Board is listed in modules with specific directions.

UNPACKING THE STANDARDS (9/30)

Students will be choosing 1 grade level and unpacking all standards within that grade level. There is a template to
follow. This activity is to help students become more familiar with how to read educational standards because they
are integral to lesson plan writing. Students may do the arts standards; however, if students plan to teach another
subject, they can choose non-arts standards for a discipline:

Common Core Standards for the Arts: http://www.nationalartsstandards.org/

Common Core Standards for English and Math: http://www.corestandards.org/read-the-standards/
Common Core Standards for History/Social Studies: http://www.corestandards.org/ELA-Literacy/RH/
Common Core Standards Science/Technical Subjects: http://www.corestandards.org/ELA-Literacy/RST/introduction/

ANNOTATED BIBLIOGRAPHY OF ARTS INTEGRATION WEBSITES (DUE 11/10) 25pts: Students will write a
comprehensive annotated bibliography of arts integration websites. These websites should offer practical assistance
to teachers in the form of lesson plans and/or arts integrated lesson ideas. Include the web addresses of your choices
in your final report. Analyses should include:
At least 5 arts integration websites should be reviewed; choose sites you will find useful to your future
teaching
Summary of each website’s specific offerings on an annotated bibliography (see below link for how to write
an annotated bibliography: http://olinuris.library.cornell.edu/ref/research/skill28.htm)
Personal assessment of the validity and helpfulness of each arts integrated learning website
Explanation of why each website is a valuable contribution to educators in general
Explanation of why each website is/is not valuable specifically to you as a teacher
YOU WILL CHOOSE ONE WEBSITE TO DEMONSTRATE TO THE CLASS ON 11/10 OR 11/11.

LAB TEACHING PLAN / EVALUATION-ARTS INTEGRATION TEACHING LESSONS (DRAFT DUE 10/5):
Students will create and complete lesson plans which you will teach for one of the practical teaching opportunities.
Students will be graded on the written plans as well as teaching execution, teamwork, and written evaluation of the
experience. Evaluation will include:
1. Copy of the lesson plans used
2. Lesson Plans should include written links to Common Core Standards (both arts and non-arts)
3. Copy of any supplemental materials used as a group for your individual lesson
4. Summary of the final project outcome (self-evaluation as well as constructive feedback for your partner).
For your reference, this is a database of theatre games, including virtual ones:
https://docs.google.com/spreadsheets/d/1vkbJ7yd4ocB-8bUSj-bwOVLlYNGjH7wynfj4dmpF3Yw/htmlview

DRAMAHUB ARTS INTEGRATION LESSON (12/16):

There is not a lot of free teaching material available to teachers. This assignment will be part of your Final Lesson
Binder, but it will also be posted to our theatre education resource, https://dramahub.org/. Use this website as a
template for your online lesson plan format: https://unitedarts.org/arts-integrated-lesson-plans/?xatags=music.
You should follow the united arts council format and also include standards and identify the age group.

REVIEW READINGS – due throughout the semester

Several times in the semester, discussions will be based on readings, so it’s imperative that you complete those
assigned readings before coming to class. All of the readings should be in the Module with links to the documents.
PROFESSIONAL DEVELOPMENT (DUE 11/18) 10pts:
A large part of a K-12 teacher’s life is professional development. If you are a public school teacher, you have to do a
certain number of hours to retain your teacher’s license. Often your school will provide opportunities, but teachers
looking for specialized opportunities in the arts often seek outside conferences. I attended a summer Arts
Integration conference online in 2018. I want you to sign on with my information and look through the Live
Sessions. Choose one of the 15 sessions. You can also watch the keynotes and explore the Bonus information, but
you are required to watch one session. You will then answer questions in Canvas.

LOG-IN
Education Closet 2018 STEAM conference
Site: https://learn.educationcloset.com/summer-2018
Username: raina.ames@unh.edu
PW: 18ARTS6integ

FIRST DRAFT ARTS INTEGRATION STATEMENT FOR FINAL LESSON BINDER (DUE 11/30)
By 11/30, you should turn in at least an outline of what you plan to include in your binder; this should include a list of
specific topics for your lesson plans and your unit. If you have started putting the binder together, you should also
share the draft in whatever shape you have it.

MAKING A CASE FOR ARTS INTEGRATION (DUE 12/7)

Read two pieces:
Chapter 4, "School Reform with a Brain: The Neuropsychological Foundations for Arts Integration" from the book,
Arts Integration in Education: Teachers and Teaching Artists as Agents of Change AI Chapters 1-4.pdfPreview the
document & the PDF, “Preparing Educators and School Leaders for Effective Arts Integration”. Using the content
from these two pieces, create a letter or speech to a school board, making a case for why the school should adopt
arts integration into their core subjects. This letter/speech should be written in a professional tone with a detailed,
logical argument supporting the benefits of Arts Integration. You may also use research from other sources, but you
MUST include information from both of these sources. You will share your work with a group on 12/7.

FINAL LESSON PLAN BINDER-UNDERGRADUATE CREDIT (DUE 12/09) 35pts

Each student should keep a binder of integrated arts lesson ideas. The book should include the following
SECTIONS:
1. Teacher’s statement regarding the benefits of arts integration and using the arts as a teaching tool
(e.g. “I believe that arts integration can…”) INCLUDE BOTH YOUR ORIGINAL FROM 11/30 AND
YOUR REVISION.
2. Include copies of your practical teaching lesson plans.
3. 3 full, NEW lesson plans for at least 3 NEW, different classroom arts integrated activities (these must
be comprehensive, written course plans for your area(s) of teaching interest. The plan must
integrate arts into the curriculum, but the course content may be non-arts related. The written plans
must match with the Common Core Standards and/or the New Hampshire Curriculum Frameworks.)
4. Appropriate standards (both arts and non-arts subjects) articulated that match to each of the 3 NEW
full lessons.
5. At least one assessment tool (rubric, etc) for each of the 3 NEW full lessons (first draft due 11/30)
6. A LIST of 10 other arts integrated ideas that could be turned into full lesson plans (step-by-step
plans not required; only a general narrative description of these 10 ideas).
7. Resources section—at least 10 items from the semester and at least 10 other arts integration
resources you found on your own (total of 20: could be websites you found; books/articles you want
to remember; places to get special supplies; notes to yourself about teaching projects this semester
and how you would change them…)
8. Self / Arts Integration evaluation (How has your view changed about arts integration? What is the
likelihood you would now attempt arts integration as a conscious pedagogy? What was the
likelihood before you started this class? What benefits do arts integration offer teaching?)
9. Students should choose one lesson plan to post on www.DramaHub.org. Use the lesson format
from the united arts council website: https://unitedarts.org/arts-integrated-lesson-
plans/?xatags=music.

LESSON BINDER DISCUSSION BOARD PEER REVIEWS (DUE 12/16) 10pts

On 12/9, post your lesson binder on the Discussion Board and follow directions for giving peer feedback. Turn in
your comments by 12/16.
NOTICES:

COURSE DISRUPTION
Currently, all classes will transition to online on 11/23; we will meet through Zoom during our course’s scheduled time.
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to
change when necessitated. Information about changes in this course will be sent to the class via email.

CLASS RECORDING
Lectures or other class meetings may be recorded for online transmission or classroom use using the UNH media
platforms. Your voice or image may be captured on the recordings, and by enrolling in this course, you are consenting
to such recording for these purposes. The University and Zoom have FERPA-compliant agreements in place to protect
the security and privacy of UNH Zoom accounts. You may not share recordings outside of this course. Doing so may
results in disciplinary action. The video or audio may be used by the University of New Hampshire and its agents or
employees for the following purposes:
• Instruction for students enrolled in this class
• As a review tool for students enrolled in this class

STUDENT SUPPORT SERVICES

UNH provides a number of ways to get academic and technical support with learning. For academic support available
to UNH students see this directory of services and centers. This article has information to help you get technical
support on items like submitting assignments, accessing software, and taking quizzes or exams including contacts for
personalized assistance.

ACCESSIBILITY AND ACCOMMODATIONS

If you think you need an accommodation for a disability, please let us know at your earliest convenience. Some
aspects of this course, such as the assignments, in-class activities, or the way we teach may be modified to facilitate
your participation and progress. As soon as you make me aware of your needs, I can work with you Student
Accessibility Services to help determine appropriate accommodations. I will treat any information about your disability
with the utmost discretion.

HOMEWORK
Students will complete and submit required assignments. These assignments will be completed individually by
students outside of class meeting times, according to due dates provided in the course calendar and according to the
instructions provided in Canvas.

CANVAS
You will need to access the course Canvas site on a regular basis throughout course in order to access important
materials and announcements relevant to the course. Go to “Modules” and go to the module entitled “START HERE”.
Everything we will cover in the semester should be contained in chronological order in MODULES.
Information on Canvas and helpful tips may be accessed through this webpage:
https://td.unh.edu/TDClient/60/Portal/KB/ArticleDet?ID=2177

SPECIAL EQUIPMENT
Computer: You will need dedicated access to a computer (both in and outside of class) to complete a variety of course
activities and assignments. The computer must be able to meet the requirements for using Zoom/Kaltura and using
UNH’s Canvas learning management system. It is each student’s responsibility to verify that the computer to be used
in the course meets the requirements.

What happens if a scheduled class meeting (whether on campus or remote) doesn’t occur (for example, due to
curtailed operations at UNH)? If it is a regular class period during the semester, we can meet via Zoom unless I
announce otherwise. There also may be an assigned activity for you to complete and submit via Canvas.

NETIQUETTE GUIDELINES
Netiquette is the socially and professionally acceptable way to communicate on the Internet. Please abide by these
guidelines of "netiquette" when using online communication tools with your classmates and instructor.
In discussion boards and email messages:
Identify yourself. Begin messages with a greeting and close with your name.
Avoid sarcasm. It can be misinterpreted and cause hurt feelings.
Keep the dialog collegial and professional. Some discussion topics may be controversial.
• Do not flame - These are outbursts of extreme emotion or opinion. Think twice before you submit a response.
You cannot edit or delete your posts once they have been submitted.
• Use clear subject lines for your posts.
• Do not use all caps. It is the online equivalent of YELLING!
• Be forgiving. Anyone can make a mistake.

In Zoom or video conferences:

• Zoom fatigue is a real thing; I hope that you will choose to join class with your camera on, but some days we
don't feel like it. You will still be expected to respond to questions or take part in group activities via the Zoom
Chat, Zoom Poll or Google docs; however, an exception is that when you are working in breakout groups with
your peers, you MUST turn on your camera unless your network bandwidth or learning space does not
allow. Facial expressions and body language are an important part of communicating.
• Please note that there may be times when you can opt out of a breakout room, but this is only an option if the
teacher announces it. Otherwise, you must join your group to work on projects or to brainstorm.

When signing on:

• Connect a few minutes early.

• Remove clutter or personal items around you.
• Avoid background noise.
• Consider using a headset to reduce distractions.
• Keep your device (phone, computer, etc.) on mute unless you are speaking.
• Speak clearly, but not too loudly.
• We will be using the chat feature to conduct check-ins during class, but please don't abuse the chat box; it's
tempting to want to have a private conversation with individuals in class, but those viewing can usually tell when
you are engaged in private chats or texts. This not only takes you away from the group conversation but is
disrespectful to your professor and the rest of the class.

CLASS DISCUSSIONS
In all discussions and chats, keep the conversation respectful and on topic. Remember that a video conference has
the same degree of respect as a live class; consider your appearance and behavior on camera the same as you
would in the classroom.

POINT OF VIEW
The readings, class lecture, and my comments in class will suggest a particular point of view. This perspective is
my own and does not have to be yours! I encourage you to disagree with the ideas in the readings and lectures as
well as the perspectives of your colleagues in the course. Please express yourself!! A significant part of a college
education is learning about the complexity of various issues; therefore, it is important that we listen and respect one
another, but we do not have to agree. A richer discussion will occur when a variety of perspectives are presented in
class for discussion.

CLASS CONDUCT
A positive learning environment relies upon creating an atmosphere where diverse perspectives can be expressed.
Each student is encouraged to take an active part in class discussions and activities. Honest and respectful dialogue
is expected. Disagreement and challenging of ideas in a supportive and sensitive manner is encouraged. Hostility
and disrespectful behavior is not acceptable. Just as we expect others to listen attentively to our own views, we
must reciprocate and listen to others when they speak, especially when we disagree with them. However, in this
class, our emphasis will be on engaging in the mutual exploration of issues as presented in the course readings as
scholars rather than in defending points of view we have formed outside the classroom.

Submit files the right way

You won’t be printing assignments and handing to them to your teacher in person, so knowing how to properly submit
your work online is key to your success as an online student. Name all files: Last Name-Project Name (e.g. Ames-
Lesson Binder) and follow all directions for individual assignments.
Read First-Discussion Boards
Take some time to read through each of the previous discussion post responses before writing your own response.
Submitting an answer that is similar to a classmate’s indicates to the instructor that you haven’t paid attention to the
conversation thus far IF you are not building upon a classmate’s thoughts OR adding something to the conversation.
Make sure you refer to a previous post if it is similar to yours. Remember, discussions can move fairly quickly, so it’s
important to absorb all of the information before crafting your reply.

Time Commitment
To succeed in this course, students will need to work consistently every week during the semester. In order to be
successful in this course, you will need to put in substantial time, effort, and dedication. This is especially true for the
independent work done outside of class (major assignments highlighted on the syllabus). You must keep up with the
courses assignments.

This is a four (4) credit course. Consistent with tradition at UNH, for each credit hour, the university requires, at a
minimum, the equivalent of three hours of student academic work each week. (4 x 3 = 12 hours). This is an
estimate. I expect some of you will put in more time to do well in the course; others may require less time. Plan wisely
when establishing your course-related work schedule.

CLASS RECORDING
Lectures or other class meetings may be recorded for online transmission or classroom use using the UNH media
platforms. Your voice or image may be captured on the recordings and the video or audio, stored in the course Media
Gallery tab, may be used by the University of New Hampshire and its agents or employees for the following purposes:
• Instruction for students enrolled in this class
• As a review tool for students enrolled in this class

RELIGIOUS/CULTURAL OBSERVANCE
Persons who have religious or cultural observances that coincide with this class should let the instructor know in
writing (by e-mail for example) by 9/7/20. I strongly encourage you to honor your cultural and religious holidays!
However, if I do not hear from you by 9/7/20, I will assume that you plan to attend all class meetings.

STUDENT MENTAL HEALTH AND WELL-BEING

University of New Hampshire is committed to advancing the mental health and wellbeing of its students. If you or
someone you know is feeling overwhelmed, depressed, and/or in need of support, services are available. For help,
contact Psychological and Counseling Services (PACS) at 603.862.2090 and https://www.unh.edu/pacs/. You may
also consult University Health and Wellness at (603) 862-9355 (2-WELL) and https://www.unh.edu/health/.

ACADEMIC HONESTY
All students are required to know and follow UNH’s policies on academic honesty. You can read about the relevant
policies at: https://www.unh.edu/student-life/09-academic-honesty Academic honesty is a core value at the
University of New Hampshire. The members of its academic community both require and expect one another to
conduct themselves with integrity. This means that each member will adhere to the principles and rules of the
University and pursue academic work in a straightforward and truthful manner, free from deception or fraud. The
academic policy can be found in the annual publication, Student Rights, Rules and Responsibilities

CONFIDENTIALITY AND MANDATORY REPORTING

The University of New Hampshire and its faculty are committed to assuring a safe and productive educational
environment for all students and for the university as a whole. To this end, the university requires faculty members
to report to the university’s Title IX Coordinator (Donna Marie Sorrentino, dms@unh.edu, 603-862-2930/1527TTY)
any incidents of sexual violence and harassment shared by students. If you wish to speak to a confidential support
service provider who does not have this reporting responsibility because their discussions with clients are subject to
legal privilege, you can find a list of resources here: privileged confidential service providers/resources. For more
information about what happens when you report, how the university considers your requests for confidentiality once
a report is made to the Title IX Coordinator, your rights and report options at UNH (including anonymous report
options) please visit student reporting options. Help us improve our campus and community climate. If you have
observed or experienced an incident of bias, discrimination or harassment, please report the incident by contacting
the Affirmative Action and Equity Office at affirmaction.equity@unh.edu or TEL # (603) 862-2930 voice/ (603) 862-
1527 TTY / 7-1-1 Relay NH, or log on to the Report It website. Anonymous reports may be submitted. The NH
Supreme Court requires that all faculty and staff must report any incidents of sexual harassment and/or sexual
assault perpetrated by a faculty or staff member on a student to the UNH Affirmative Action and Equity Office.
Anything revealed to your instructor must be reported to the Dean’s office and the Title IX officer.
For further information on Mandatory Reporting requirements for faculty, refer to this webpage:
https://www.unh.edu/sharpp/reporting-requirements

BEHAVIOR INTERVENTION TEAM (BIT) provides assistance to the UNH community wen a student’s behavior
suggests harm to self or others, makes referrals to appropriate sources and recommends appropriate actions to the
Dean of Students when needed (https://www.unh.edu/student-life/behavioral-intervention-team-bit). More
information can be provided by calling The Office of the Dean of Students at 603-862-2053. The Office of the Dean
of Students will provide you with guidance in the event that you have concerns about the health, safety, and well-
being of a student. Dr. Joan Glutting, Clinical Associate Professor of Psychology and Senior Faculty Fellow in the
Dean of Students Office, is available to guide you in determining the proper referral in any given case. She is best
reached via email at joan.glutting@unh.edu. Please do not include the student’s name in the email. Rather, provide
her with the best way to contact you and she will do so. Please know that the associate dean of a student’s college
is also a helpful resource. We work as close partners in troublesome student cases.

CONNORS WRITING CENTER

Students can seek a variety of types of assistance related to academic writing at the Connors Writing Center:
https://www.unh.edu/writing/cwc

The OWL, an extension of the Connors Writing Center, allows students to work asynchronously with one of our
consultants over the Internet at owl.unh.edu. Students in all fields can submit up to 25 pages of any form of writing to
the OWL, including course papers, resumes, creative essays, and personal statements. Within 72 hours, a writing
consultant will provide written feedback plus comments on the original document.

The OWL is not a proofreading or editing service; consultants may selectively note correctness or other technical
issues to illustrate trends, but they won’t fix or “mark” papers as a goal. They will offer feedback, resources, and
insights to help writers decide how to proceed with the piece of writing under consideration, and to help them develop
long term strategies for managing future writing. For more information, visit the OWL at http://owl.unh.edu, or email
david.cataneo@unh.edu.

We need your help to promote our #unhtogether COVID response culture. We all have a responsibility during this
COVID-19 pandemic to protect our own health and the health of friends and fellow community members. Violations
of the COVID protocols by even a single individual can cause significant disruptions or discontinuation of in-person
academic activities. Any student creating such disruptions undermines the opportunity for others to learn and
engage with the UNH community, and as such, is in serious violation of the UNH Student Rights, Rules &
Responsibilities.
COURSE SCHEDULE

M 8/31
Overview – Syllabus
Discussion: Equity by Design video

W 9/2
What IS Arts Integration?
Watch: https://www.theatlantic.com/video/index/502958/how-to-raise-creative-children/?utm_source=eb
GOOGLE DOC for Raising Creative Children:
https://docs.google.com/document/d/1feFgjoP_M9UDbaytjqi3qSQd0QAk5NuqoDkpRvKwym4/edit?usp=sharing
Discussion: Multiple Intelligences
MI JAMBOARD:
https://jamboard.google.com/d/1TfGkrVaH_XmFnoFCBzHwovf7NDv8UpTY30XcO6umHb4/edit?usp=sharing

**HW DUE FOR NEXT CLASS (W 9/9 by 9:10AM)

REVIEW READINGS and LESSON PLANS

Anansi Instruction Guide (both documents: pp 1-81 and pp 82-112)

W 9/9
IQ Lesson Review
Discussion: Reaction to IQ lesson plan formatting

**HW DUE FOR NEXT CLASS (M 9/14 by 9:10AM)

DISCUSSION BOARD
Learning Styles Debunked (6pts)

JOURNAL ENTRY #1
Read Recognizing the Arts as Forms of Intelligence (5pts)
= a question circling in your mind after reading
= three items that really resonated / connected with you; made you think
= something from the reading that squares with your own beliefs

M 9/14
DUE: DISCUSSION BOARD (6pts)
DUE: JOURNAL #1 ENTRY (5pts)
IQ Lesson Review
Learning Styles and MI Discussion
Discussion: Recognizing the Arts as Forms of Intelligence

**HW DUE FOR NEXT CLASS (W 9/16 by 9:10AM)

REVIEW READINGS
Lesson Plan Formats Review and be ready to talk about which you like best for your own lesson
plans.
Review KCftA Definition of Arts Integration & Checklist and be ready to discuss in class.

JOURNAL ENTRY #2
Read Effective Lesson Planning and then answer the following questions in the text box:

1. What about this suggested way of lesson planning makes sense to you?
2. Why do you think this idea/those ideas are effective?
3. What about this don't you understand, or don't you agree with?
4. Explain your answers for #3.

REVIEW GOOGLE SLIDES UNIT PROJECT

Audubon: The Boy Who Drew Birds (be ready to break this down into parts in class)
W 9/16
DUE: JOURNAL #2 ENTRY (8pts)
Lesson Plan Writing
Lesson Plan vs. Lesson Unit (Audubon Slides)

M 9/21
CADY TALK TO CLASS OR VIDEO
Practical Teaching Experiences

W 9/23
Lesson Plan Writing
Unpacking Standards
Common Core Standards for the Arts:
http://www.nationalartsstandards.org/
Common Core Standards for English and Math
http://www.corestandards.org/read-the-standards/
Common Core Standards for History/Social Studies
http://www.corestandards.org/ELA-Literacy/RH/
Common Core Standards Science/Technical Subjects
http://www.corestandards.org/ELA-Literacy/RST/introduction/

**HW DUE FOR NEXT WEEK (W 9/30 by 9:10AM)

ASSIGNMENT
Unpacking the Standards (15pts)

M 9/28
Practical Teaching Brainstorming

W 9/30
DUE: UNPACKING THE STANDARDS
Practical Teaching Lesson Plan Writing
(first drafts due M, 10/05)

**HW DUE FOR NEXT CLASS (M 10/5 by 9:10AM)

ASSIGNMENT
First Draft: Practical Teaching Lesson Plan (10pts)

M 10/5
DUE: FIRST DRAFT PRACTICAL TEACHING LESSON PLANS
Defining Arts Integration
Discussion: Reservations and Questions about Arts Integration as a Teaching Method

**HW DUE FOR NEXT CLASS (W 10/7 by 9:10AM)

DISCUSSION BOARD
Pros/Cons of 21st C Skills and the Arts (6pts)
For this discussion, review both the website https://www.aeseducation.com/blog/what-are-21st-
century-skills and Then examine the 21st C Skills Map for the Arts (on Canvas)
Through Discussion Board, discuss the prompt

W 10/7
DUE: DISCUSSION BOARD
21st C Skills and Arts Integration
GROUP PRESENTATION WORK (Mantle of the Expert)

**HW DUE IN 2 WEEKS (W 10/21 by 9:10AM)

GROUP PRESENTATION (DUE 10/21-PLAN AHEAD and work outside of class with your group)
Mantle of the Expert Summary: https://www.mantleoftheexpert.com/what-is-moe/introduction-to-moe/
M 10/12
Arts Education as Active Learning
Problem-Based Learning
Apollo 13 & Illinois Math and Science Academy PBL
Discussion: PBL Structure
Read: Project-Based Learning and the Research Paper

**HW DUE FOR NEXT CLASS (W 10/14 by 9:10AM)

REVIEW READINGS (be ready to discuss in class)

Miracle Moments: Tales of Arts Integration
The Art of Slipping in Some Learning

W 10/14
Problem-Based Learning Brainstorming
Examples from Readings for PBL planning

**HW DUE FOR NEXT WEEK (W 10/21 by 9:10AM)

GROUP PRESENTATION
Mantle of the Expert Summary: https://www.mantleoftheexpert.com/what-is-moe/introduction-to-moe/

M 10/19
MANTLE OF THE EXPERT Presentation Group Work

**HW DUE FOR NEXT WEEK (W 10/21 by 9:10AM)

REVIEW DOCS FOR NEXT CLASS (be ready to discuss details)

PBL Structure
Florence Nightingale Victorian History Detectives MOE lesson

W 10/21
DUE: GROUP PRESENTATIONS – Mantle of the Expert
What is Mantle of the Expert and how could it relate to/be used for Arts Integration?
Compare PBL Structure document to Florence Nightingale Victorian History Detectives MOE format

M 10/26
Children Will Listen (video)
How is this PBL?

**HW DUE FOR NEXT CLASS (W 10/28 by 9:10AM)

REVIEW VIDEO
Watch two videos for discussion:
Best Practices-PBL (6:37): https://www.youtube.com/watch?v=5p3RAkRNLpU
Project vs Problem-Based Learning (5:55): https://www.youtube.com/watch?v=0pPriKf1f2o

REVIEW WEBSITE
How to Prepare an Annotated Bibliography (no journal entry needed-this is the format for your
annotated bibliography of arts integration websites:
http://olinuris.library.cornell.edu/ref/research/skill28.htm) be able to explain what is an annotated
bibliography and how it should be structured

W 10/28
DISCUSSION OF ANNOTATED BIBLIOGRAPHY ASSIGNMENT (website searching)
DISCUSSION OF PBL VS. PBL
LESSON BINDER LESSON PLAN BRAINSTORMING (pairs) / WRITING (individual)

**HW DUE FOR NEXT CLASS (M 11/2 by 9:10AM)

JOURNAL ENTRIES #3 & #4

Formative and Summative Assessments
Lessons and Rubrics for Arts Integration
M 11/2
DUE: JOURNAL ENTRIES #3 & #4 (10pts)
Discussion: Assessment Types and Rubrics
Creating Rubrics for Lesson Binder assignments

**HW DUE FOR NEXT CLASS (W 11/4 by 9:10AM)

REVIEW READINGS
Going from STEM to STEAM: The Arts Have a Role in America’s Future Too
Skepticblog-Can We Be Clear on Something? It’s STEM, Not STEAM

**HW DUE FOR END OF MONTH (M 11/30 by 9:10AM)

FIRST DRAFT OF LESSON BINDER RUBRIC (work on this and turn in by 11/30)

W 11/4
Discussion: STEM vs STEAM

**HW DUE FOR NEXT CLASS (T 11/10 or W 11/11 by 9:10AM)

PRESENTATION AND WRITTEN ASSIGNMENT

Annotated Bibliography

T 11/10 [Wednesday schedule]

DUE: ANNOTATED BIBLIOGRAPHY and PRESENTATIONS: Part 2
Arts Integration Website Share

W 11/11
DUE: ANNOTATED BIBLIOGRAPHY and PRESENTATIONS: Part 1
Arts Integration Website Share
Group Brainstorming for Lesson and Assessment Ideas for Lesson Binder

M 11/16
INDIVIDUAL CHECK-IN MEETINGS FOR LESSON BINDER PROGRESS

**HW DUE FOR NEXT CLASS (W 11/18 by 9:10AM)

PROFESSIONAL DEVELOPMENT ASSIGNMENT

W 11/18
DUE: PROFESSIONAL DEVELOPMENT ASSIGNMENT
Social Drama and its Impact on the Classroom Environment
Drama Therapy: https://www.nadta.org/what-is-drama-therapy.html
For more on drama therapy and theatre as healing:
file:///C:/Users/rsames/Box/Teacher%20Planning%20for%20Theatre/23%20Spring/Prendergast_Monica_Web%20of%20Perfor
mance%202018_WEB.pdf
Art Project for students from Katrina: box of fears; box of wishes (what could you do for this time of COVID?)
Living Newspapers: https://unh.box.com/s/bpkpbgtm0jgbe6r8xc7sea4repc0l638
Kids From the Block Puppets
Intro video https://www.youtube.com/watch?v=ss9J-gZM-60
History of kids on the block https://www.youtube.com/watch?v=I0mpTXnkfrs
Puppet show at YWCA https://www.youtube.com/watch?v=p5KSFzHEZi4
Kids on the block website http://www.amazingkids.org/Outreach-Programs/kids-on-the-block

**HW DUE FOR NEXT CLASS (M 11/23 by 9:10AM)

DISCUSSION BOARD
Complete Discussion Board on Social Drama
REVIEW WEBSITE (4 min video: Pilobolus (http://www.youtube.com/watch?v=bM5mgb5evuE)

**HW DUE FOR NEXT WEEK (M 11/30 by 9:10AM)

ARTS INTEGRATION STATEMENT FIRST DRAFT (Turn in on Canvas)

M 11/23 (FROM HOME)
DUE: SOCIAL DRAMA DISCUSSION BOARD
Arts in English and History / Social Studies
Arts in Science and Math
What does Pilobolus have to do with math?
Magic Squares and Other Graphic Organizers
Use some of this brainstorming for your lesson binder

**HW DUE FOR NEXT CLASS (M 11/30 by 9:10AM)

ARTS INTEGRATION STATEMENT FIRST DRAFT

Turn in first draft of your lesson binder arts integration statement on Canvas

T 11/24 (start reading for assignment, “Going All In: How to Make Competency-Based Learning Work”, due 11/30)

W 11/25 THANKSGIVING BREAK

**HW DUE FOR NEXT CLASS (M 11/30 by 9:10AM)

ARTS INTEGRATION STATEMENT FIRST DRAFT

Turn in first draft of your lesson binder arts integration statement on Canvas

READING REVIEW
“Going All In: How to Make Competency-Based Learning Work”

M 11/30 (FROM HOME)

DUE: FIRST DRAFT OF ARTS INTETRATION STATEMENT FOR THE FINAL LESSON BINDER
Competency-Based Education

**HW DUE FOR NEXT CLASS (W 12/2 by 9:10AM)

KIDS ON THE BLOCK VIDEOS/WEBSITE REVIEW (watch these short videos before next class)
Puppet show at YWCA https://www.youtube.com/watch?v=p5KSFzHEZi4
Kids on the block website http://www.amazingkids.org/Outreach-Programs/kids-on-the-block
Living Newspapers https://unh.box.com/s/bpkpbgtm0jgbe6r8xc7sea4repc0l638
Sesame Street: Meet Julia https://www.youtube.com/watch?v=dKCdV20zLMs

**HW DUE FOR NEXT CLASS (M 12/7 by 9:10AM)

MAKING A CASE FOR ARTS INTEGRATION (Longer articles: PLAN AHEAD AND START NOW)

W 12/2 (FROM HOME)

ONE-ON-ONE LESSON BINDER PROGRESS MEETINGS

**HW DUE FOR NEXT CLASS (M 12/7 by 9:10AM)

MAKING A CASE FOR ARTS INTEGRATION – GROUP SHARE

M 12/7 (FROM HOME)

DUE: SOCIAL DRAMA DISCUSSION BOARD
DUE: MAKING A CASE FOR ARTS INTEGRATION (share with groups)

**HW DUE FOR NEXT CLASS (W 12/9 by 9:10AM)

WRITTEN LESSON PLAN BINDER

Uploaded to Discussion Board so you can get public feedback
W 12/9 (FROM HOME)
DUE: LESSON PLAN BINDER (post in the Discussion Board)
Discussion: Setting up an Arts-Integration Friendly Classroom or Non-Traditional Teaching Environment
Practice Teaching Round Table
Professional Development Discussion

**HW DUE FOR NEXT CLASS (W 12/16 by 10AM)

WEBSITE RESOURCE
DramaHub Arts Integration Lesson Uploaded

PEER FEEDBACK
Discussion Board feedback on Lesson Binders

W 12/16, 8-10am
DUE: DRAMAHUB ARTS INTEGRATION LESSON
DUE: LESSON PLAN BINDER Discussion Board comments
 THDA 721 LESSON PLAN BINDER GRADING RUBRIC

(5 points): Teacher’s arts integration statement

• 1: Statement is cursory, not well-thought-out.
• 2: Statement is not clear or very detailed.
• 3: Statement is not clear but is detailed.
• 4: Statement is clear but not detailed.
• 5: Statement is clear, detailed and logical.

(10 points): 3 full lesson plans are easy-to-follow, scaffolded.

• 2: Instructions are unclear and leave the class with several questions; lesson activities do not correlate with each other.
• 4: Lesson activities correlate with each other but do not flow smoothly from one activity to the next; crucial information is
missing from enhancing learning.
• 6: Lesson activities are scaffolded correctly and give a general and basic instruction.
• 8: The lesson is organized with completely clear directions for activities; at least one or more activities are not in the
appropriate order to maximize scaffolded learning.
• 10: The lesson is organized with completely clear directions for activities; all of the activities are in the appropriate order to
maximize scaffolded learning.

(5 points): Standards of Learning in the lesson plans.

• 1: Standards of learning are not present.
• 2: Standards of learning are present in only 1 plan OR only one plan has thorough, appropriate standards.
• 3: Standards of learning are present in 2 plans OR in all 3 but not all plans have thorough, appropriate standards.
• 4: Standards of learning are present in all 3 plans but they are not very thorough.
• 5: Standards of learning are present in all 3 plans and are thorough and appropriate.

(3 points): Plans show appropriate scope and sequence of the topic which fits into a 60 minute allotted teaching time.
• 1: Lessons seem very slim for 60 minutes and scope and sequence is not balanced.
• 2: Some lessons are appropriate for 60-minute teaching sessions; at least one is slim; scope and sequence is not balanced
for at least one of the lessons.
• 3: Scope and sequence is appropriate for all three lessons; activities fit the time limit well.

(5 points): Overall organization of lesson binder.

• 1: The entire lesson binder is poorly organized and planned; information is missing and ideas are scattered.
• 2: The lesson binder is unorganized and difficult to follow and has some information is missing.
• 3: The lesson binder has all components but some parts are not very detailed.
• 4: The lesson binder has all components but is not as organized as it should be.
• 5: The lesson binder is organized and clear with all components present.

(2 points): List of at least 10 arts integration activities.

• 1: Does not have all ten activities.
• 1.5: All ten activities are present but ideas do not seem well-thought-out.
• 2: All ten activities are present and are unique, high quality.