Co-Teaching Arts Integration Lessons

By | 2016-10-29T11:34:44+00:00 February 18th, 2016|

Boy, I’ve been one very lucky art teacher! I get to co-teach exciting lessons with classroom teachers during nine week arts integration blocks. In our HOT School, these are called HOT Blocks, once a week sessions with lessons designed so all students, and especially those in need of academic support, can learn through multiple intelligences and the arts in addition to conventional methods.

Co-teaching with a colleague is great! You get to know each other’s teaching style, you take turns teaching your content and give directions, and because there are two of you in the same classroom, teaching the same thing, the students benefit. I have learned a lot about literacy, math and science material through my fabulous colleagues. And they have said they have learned some art tricks and tips from me.

fractions 1

Equivalent fraction practice with clay and iPads

My colleagues and I sometimes find it a bit challenging to plan arts integration lessons that will be perfect for the grade level, fit the classroom objectives and visual art objectives. It usually takes a little bit of thinking on my part (and my colleague’s) to fit something in that will enhance the students’ understanding of all the objectives. Time for planning is not built into our schedule, but we meet for a few minutes before or after school, or a few words can be exchanged in the hallway or at lunch.

The first question I usually ask is, “What are you working on right now that your students are having trouble with?” Every classroom teacher has a different answer to that. It could be a difficult math concept, some sight words, the phases of the moon (that was the most difficult one this year) or 3-D shapes.

Sometimes the classroom teacher already has a great idea of what she or he wants. Other times, like the moon phases, it takes us a while to wrap our brains around the concept we are trying to teach and figure out the best medium for the students
to learn with.

fractionsI also try not to get stuck in a rut. At times a teacher may want to do something she saw someone else’s class do. I always ask if her students need practice with that concept or with another.The same art material might work, or maybe we can use something more appropriate. The great thing about thinking creatively to plan arts integration lessons is that it never has to be the same thing twice. And it probably shouldn’t. All classes are different, what works for one may not work for another.

Do you teach arts-integrated lessons? Do you co-teach? Let’s have a discussion in the comments below!

 

About the Author:

Amy Traggianese is an elementary visual arts educator and has been an art essentialist at a Connecticut Higher Order Thinking (HOT) School since 2001. A former kindergarten and first grade teacher, she has over 25 years of arts integration experience. Amy specializes in integrating language arts, math, science and technology into the art curriculum. She presents at local and national conferences and at HOT School Summer Institutes. Amy is also an active educator voice on Twitter, helps to facilitate #CTedu on Tuesday nights, and loves to connect with other educators through social media.

  • Gwen

    I teach using the ‘collaborative’ model. I meet with grade level teams prior to each new project for ideas of things to integrate. What concept are the students struggling with? What unit are you working on currently? Etc. I then come up with lesson ideas for a Visual Arts integration project. Each week teachers come to my classroom and stay with their students.. participating as students (doing the project), with the idea that next year they can use their project as an example to teach the lesson on their own. Each year I move to a new school in the district, and start all over again! The moving around has it’s draw backs, but I try to see it as an opportunity to share integration with ALL elementary teachers, and hope they continue what I taught them when they are on their own.

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