Highlighted+Resources

**INTEGRATING SOCIAL STUDIES AND THE ARTS**
The centerpiece of Kentucky's education reform effort is its vision of what students should know and be able to do as a result of their school experience. Every aspect of the reform movement is designed to promote student attainment of these goals and to measure our progress in helping them to do so.

Assumption underlying KERA - All students are capable of learning.

The expectations for students are set forth as the six learning goals of KERA. These goals led to the development of the academic expectations that characterize student achievement of the goals. All Kentucky students are expected to achieve the goals and academic expectations.

//**Kentucky's Learning Goals**// 1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

3. Students shall develop their abilities to become self-sufficient individuals of good character exhibiting the qualities of altruism, citizenship, courtesy, hard work, honesty, human worth, justice, knowledge, patriotism, respect, responsibility, and self-discipline.*

4. Students shall develop their abilities to become responsible members of a family, work group, or community, including demonstrating effectiveness in community service.*

//*Goals 3 and 4 are included in Kentucky statute as learning goals, but they// are not included in the state's academic assessment program.

5. Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.

6. Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.

7. Students shall express their creative talents and interests in visual arts, music, dance and dramatic arts.

source: Kentucky's Learner Goals and Academic Expectations - KDE website


 * COLLABORATION BETWEEN SOCIAL STUDIES AND THE ARTS**


 * ART AS PRIMARY SOURCES**


 * STRATEGIES FOR ENGAGING STUDENT INQUIRY**

Teach TCI

KET Arts Toolkit

//Insert powerpoint here//


 * DRAMA**

Kentucky Chautauqua Program - Kentucky Humanities Council

How to Book A Chautauqua Performance- Kentucky Humanities Council

Integrating Drama and Social Studies - 2011 Kentucky Institute for Arts in Education


 * DANCE**

//**Dance is the art of human movement, a way of communicating without words.**//

// Its unique nature allows dance to communicate and draw connections between people across cultures and generations. Whether in performance, in ritual, or for fun, dance is a reflection of life, of the individual or community, of a culture. //

// **Movement** — What is the meaning of the movement? What is being communicated? How do we talk about and understand the movement? // // **Choreography** — What is the context of the movement, as well as the interplay and exchange between participants and spectators? // // **Culture** — How does the movement reflect culture? //

// As with any art form, however, dance can be broken down into fundamental components. These basic elements are **space**, **time**, and **force**. //

// **Space**—The design of individual body shapes and of groups of bodies in space, levels, directions, pathways, patterns and focus. // // **Time**—To help students better understand this element, time is defined as both a music and a dance element. Aspects of time including beat, tempo, duration, rhythm and accent are introduced. // // **Force**—Force is the use of energy. //

Pay attention to - shape, design, level, pathway, patterns, focus, and direction.

//**CREATING DANCE**// -
 * Choreography** //— Choreography is what holds dance together; it provides a form or structure within which the movement ideas are shaped. It is like the composition of a song, which holds together all of the ingredients of melody, harmony and rhythm. To choreograph is the “art” of making dances, and the choreographer uses her/her craft to create dances. A choreographer draws on his/her knowledge of dance, adding ideas, emotion and meaning to create a work of art. Several choreographers talk about what inspires them and how they depend upon their imagination and observation skills.//
 * Making a Dance**//—A dance is made up of parts. Think about how, in writing, language becomes a novel—sounds become letters, letters become words, become sentences, paragraphs, chapters, completed books. Similarly, in making a dance, impulses become movements which become phrases and are developed and completed as a dance.//
 * Space – Time – Force**//—The craft of choreography (and improvisation) involves working with the three elements of dance—space, time, and force—as well as basic locomotor and non-locomotor movements, and using form to shape these ingredients into a dance.//
 * Improvisation**//—Movement improvisation is used as a tool in the process of creating a dance. Some choreographers create dances that allow the dancers to improvise as a part of the performance. Dancers and choreographers talk about creating on the spur of the moment—or improvising—and how they work within a structure. The structure gives the dancers a form and rules to work with, but within that framework they are able to explore.//
 * Completing the Dance**//—A dance has a beginning, middle and end. This is one of the many forms used in structuring dances and creating choreography.

source - KET DanceSense Guide


 * VISUAL ART**


 * MUSIC**

Songs for Teaching

Flocabulary

Educational Rap

Rock-n-Roll Hall of Fame - lessons

@We Didn't Start the Fire - lesson


 * OTHER RESOURCES**

Arts Integration- 2011 Kentucky Institute for Arts in Education

The Whole Child Initiative - ASCD

Authentic Assessment Toolbox

Concept to Classroom

Multiple Intelligences and Learning Styles

Multiple Intelligences and Students with Special Needs

Multiple Intelligences, Learning Styles, and Differentiated Instruction Links, Inventories, and More

 **Verbal-Linguistic Intelligence** -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words  **Mathematical-Logical Intelligence** -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns  **Musical Intelligence** -- ability to produce and appreciate rhythm, pitch and timber  **Visual-Spatial Intelligence** -- capacity to think in images and pictures, to visualize accurately and abstractly  **Bodily-Kinesthetic** **Intelligence** -- ability to control one's body movements and to handle objects skillfully  **Interpersonal Intelligence** -- capacity to detect and respond appropriately to the moods, motivations and desires of others.  **Intrapersonal Intelligence** -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes  **Naturalist Intelligence** -- ability to recognize and categorize plants, animals and other objects in nature  **Existential Intelligence** -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.